10 SES 05.5 PS, General Poster Session - NW 10
General Poster Session
During the past decade, the development of teacher students’ research competences has become an important issue in teacher training (Haberfellner, 2016). A typical example of the increasing importance is the Teaching and Learning International Survey 2013 (TALIS) investigating teacher professionalism. The recently published report sees participation in individual or collaborative research as one important component of teachers’ professional knowledge (OECD, 2016). Teacher educators are asked to enable a way of learning that is both science-oriented as well as based on the complexity of teaching practices (Kraus, 2015). Research competences can be taught and promoted using different approaches (Spinath, Seifried & Eckert, 2014). Our research is based on the assumption that a research oriented attitude promoting professionalization processes can be developed in the frame of action research projects within teacher students’ internships (Burns, 2010). Furthermore, the PPS-PR concept (Personalized Professionalization in Pedagogical Fields trough Practitioner Research) is based on the approaches of empowerment in internships (Arnold et al., 2011), the approach of personalized learning (Schratz & Westfall-Greiter, 2010), subjective relevance (Seyfried & Seel, 2005), practitioner research (Fichten & Meyer, 2015; Altrichter & Posch, 2007) and aims to develop reflection, teaching and research competence. Our explorative study investigates the effects of this concept from the perspective of teacher students and teacher educators by using quantitative and qualitative methods. This poster presentation emphasizes the point of view of teacher students. Results will be used for future adaptations and improvements of the PPS-PR concept.
Teacher students (Bachelor of Primary Education) were asked to choose a subject-related topic at the beginning of the 3rd, 4th and 5th semester. They were instructed to conduct individual action research projects during their school internships focusing on the development of competences. The PPS-PR concept was implemented using the following steps: (1) classroom observation at the beginning of each semester, (2) selection of the topic in meeting 1, (3) action idea and design in meeting 2, (4) implementation of the action research during weekly school internships, and (5) presentation and transfer at the end of the semester in meeting 3 at the university college. An online-survey was conducted among 312 teacher students at the end of the semester. The questionnaire consisted of quantitative as well as qualitative components. Data were analyzed using statistical procedures and qualitative content analysis. This poster presentation focuses on two research questions: (1) Which competences (professional, methodical, social, personal competences) are considered by students when choosing their subject-related topics? (2) What makes students chose an individual topic for a research project (motives)? Teacher students used quantitative (22 %) and qualitative research methods (78 %) within their action research projects. Higher semester students combined quantitative and qualitative approaches more frequently: 31% of 5th semester students used more than 2 different methods of data collection (methodological triangulation) although the objective was to apply one.
Content analysis results (deductive/inductive category development; 4 main categories) show that 76% of student teachers from all semesters regard the work on their chosen subject-related topics as beneficial to methodical competence development. In particular, this includes strategies of planning and structuring lessons (e.g. classroom management skills). 11% of the chosen topics correspond with the personal competences category. Teacher students thereby concentrate on improving their language and non-verbal communication. Social competence topics (e.g., promoting learning environments) were chosen by 8% of teacher students. Only 5% of students prioritized professional competences, which mostly focused on improving language and school script. The respondents mentioned many different motives for choosing their topics. The content analysis (inductive category development) of students’ motives established seven main categories and identified 377 codings. Personal interest, the improvement of teaching, and personal development are considered a motive in 40% of cases. Previous classroom observations influence 31% of choices while 10% of the motives indicate that teacher students want to improve pupils’ skills and learning environment. Other factors were relevance for the class (8%), reflective meetings with mentors and internship advisors (4%), recommendation of internship advisors and relevance for the bachelor thesis (2%). This study contributes to a deeper understanding of teacher students’ motives in choosing subject-relevant topics and offers starting points for research projects. The majority of respondents focus on improvement of methodical competences, i.e. teaching improvement. The analysis of motives shows that personal development and improvement of teaching are the primary motives for topic choice. While research competences and reflective skills are highlighted in curriculums (Entwicklungsverbund Süd-Ost, 2016) and literature (Haberfellner, 2016) – teacher students seem to lack motivation to work on these aspects. In conclusion, the implementation of the PPS-PR concept supports students to learn about practical applications of research processes by working on their subject-related topics.
Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. Suffolk: Taylor & Francis. Entwicklungsverbund Süd-Ost (2016). Bachelorstudium im Bereich der Primarstufe. Curricula. Pädagogische Hochschule Steiermark, Pädagogische Hochschule Burgenland, Pädagogische Hochschule Kärnten. Online: https://www.phst.at/ausbildung/studienangebot/primarstufe/bachelor-primarstufe/ [20.11.2017]. Fichten, W. & Meyer, H. (2014). Skizze einer Theorie forschenden Lernens in der Lehrer_innenbildung. In E. Feyerer, K. Hirschenhauser & K. Soukup-Altrichter (Hrsg.), Last oder Lust? Forschung und Lehrer_innenbildung (S. 11–42). Bad Heilbrunn: Waxmann. Haberfellner, C. (2016). Der Nutzen von Forschungskompetenz im Lehramt: Eine Einschätzung aus der Sicht von Studierenden der Pädagogischen Hochschulen in Österreich. Julius Klinkhardt. Kraus, A. (2015). Scholarly Principles in Teacher Education: What Kind of Science Serves a Practice-Oriented Teacher Education?. Münster: Waxmann. OECD (2016). Supporting Teacher Professionalism: Insights from TALIS 2013. Paris: OECD Publishing. Fielding, Michael (2001): Taking Education seriously. London: Routledge. Spinath, B., Seifried, E., & Eckert, C. (2014). Forschendes Lehren: Ein Ansatz zur kontinuierlichen Verbesserung von Hochschullehre. journal hochschuldidaktik, 25, 14-16.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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