10 SES 16 B, Combining Theory and Practice in Teacher Education: Lessons learned internationally
Combining theory and practice (Neuweg, 2018) is a core characteristic of teacher education in Switzerland. Not only courses at university and pre-service-teaching at school aim to combining knowledge, experience and findings, but specific courses also align on such goals (Keller-Schneider, 2018). Good qualified courses are important pre-conditions for learning, but they cannot guarantee for a learning output. Individual teacher students’ reflection and commitment (Korthagen/Vasalos, 2008) are crucial as well. A specific course was created, activating teacher students’ reflections on theory and practice on action and in action (Schön, 1983). Focusing on learning goals on different levels (Anderson/Krathwohl, 2001), student teachers acquire knowledge and work on demanding tasks, based on a constructivist approach on teaching and learning. Student teachers are obliged to perform their acquired knowledge and competence in analyzing their own case study. This course is framed by a reflection and evaluation tool. In a survey (pre-post-design), student teachers think on their knowledge and beliefs, reflect their learning, their use of different elements of the course and their commitment and individual characteristics. The research study investigates the interplay between specific elements and the perceived quality of the course, students’ use of learning opportunities and their individual motives, beliefs and goals on the learning output. The presentation is focused on the following questions: 1) How does the perceived quality of the course shape the learning output of the student teachers? 2) How does student teachers’ use of the learning opportunity and their learning strategies shape the learning output? How do they mediate the quality of the course? 3) In which ways do individual characteristics of student teachers effect learning output and how do they mediate the effects of the quality of the course? Data were collected through an online survey in a pre-post-test (n= 750). Student teachers were asked about their knowledge, their use of the learning opportunities and their learning strategies as well as about their motives, beliefs and their interest in working on the goals of the course. Data were analyzed by regression analyzes and structural equation modeling. Results show that the use of the learning opportunities and learning strategies, student teachers’ commitment and motives and their beliefs on teaching and learning are significant for the learning output. The results will be discussed on their significance for specific approaches in teacher education.
Anderson, L. W./Krathwohl, D. L. (2001) (Hrsg.). A taxonomy for learning, teaching and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Longman. Keller-Schneider, M. (2018). „Es genügt nicht mehr, einfach zu unterrichten“ Den Umgang mit Ungewissheit als Herausforderung annehmen. In A. Paseka, M. Keller-Schneider & A. Combe (Hrsg.). Ungewissheit als Herausforderung für pädagogisches Handeln (S. 231-254). Wiesbaden: Springer VS. Korthagen. F. & Vasalos, A. (2008). ‘Quality from within’ as the key to professional development. Paper presented at the Annual Meeting of the American Educational Research Association. March, 2008, New York. Neuweg, H.G. (2018). Distanz und Einlassung. Gesammelte Schriften zur Lehrerbildung. Münster: Waxmann. Schön, D.A. (1983). The reflective practitioner. How professionals think in action. New York: Basic Books.
Some networks have already started to plan their chairperson(s).
But at the moment chairpersons are only pencilled in, as we will still need to check for time conflicts between presentation and chairing duties. EERA office will work on this in due course and then officially let chairpersons know about their chairing duties.
Meanwhile, thank you for your patience.
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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