Competence-Oriented Teaching: Combining Theory and Practice in a Future-Oriented Teacher Education

Laura Schilling; Dominik Leiß

Competence-Oriented Teaching: Combining Theory and Practice in a Future-Oriented Teacher Education

Titel in Übersetzung: Kompetenzorientierte Lehre: Verbindung von Theorie und Praxis in einer zukunftsorientierten Lehrkräfteausbildung

Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung

Abstract

Die Verbindung von Theorie und Praxis in der Hochschullehrkräfteausbildung ist eine notwendige Voraussetzung für die Entwicklung didaktischer Kompetenz. Vor diesem Hintergrund wurde ein Seminar entwickelt, in welchem das kompetenzorientierte Lehren im kontinuierlichen Austausch von praktischem Fachwissen mit praktizierenden Lehrkräften gefördert wird. Im Ergebnis erwerben alle Teilnehmer_innen (Studierende und Lehrende) mehr pädagogisches Wissen als zentrales Element ihrer Lehrkompetenz. Um die Wirkung des Seminars zu untersuchen, wurde die Entwicklung des kompetenzorientierten didaktischen Wissens von 57 teilnehmenden Studierenden und 6 begleitenden Lehrkräften gemessen. Dazu wurde ein Pre-Post-Design mit verschiedenen Kontrollgruppen verwendet. Die Ergebnisse zeigen eine signifikante Zunahme des didaktischen Wissens. Sie zeigen aber auch, dass die diagnostischen Kompetenzen noch deutlich weiterentwickelt werden müssen. Daher wird das Seminar in Zukunft durch videobasierte Lernelemente ergänzt, die insbesondere auf die Schwierigkeit der Vermittlung von Kompetenzen in Klassenräumen mit einer Vielzahl von Schüler_innen eingehen.

Titel in Übersetzung	Kompetenzorientierte Lehre: Verbindung von Theorie und Praxis in einer zukunftsorientierten Lehrkräfteausbildung
Originalsprache	Englisch
Zeitschrift	Research in Teacher Education
Jahrgang	9
Ausgabenummer	2
Seiten (von - bis)	12-16
Seitenumfang	5
ISSN	2046-1240
Publikationsstatus	Erschienen - 11.2019

Fachgebiete und Schlagwörter

Erziehungswissenschaften

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abstract = "Linking theory and practice in university teacher education is a necessary condition for the development of didactic competence. With this in mind, we developed a seminar to promote competence-oriented teaching through a continuous exchange of practical expertise with current teachers. As a result, all of the participants (students and teachers) should acquire greater pedagogical knowledge as a central element of their teaching expertise. In order to examine the impact of the seminar, we measured the development of the competence-oriented didactic knowledge of 57 participating students and 6 accompanying teachers. To do so, we used a pre–post design with different control groups. The results show a significant increase in didactic knowledge. But they also show that diagnostic competences need significant further development. Hence, in the future, the seminar will be supplemented by video-based learning elements, which in particular address the difficulty of teaching competences in classrooms with a wide variety of pupils.",

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N2 - Linking theory and practice in university teacher education is a necessary condition for the development of didactic competence. With this in mind, we developed a seminar to promote competence-oriented teaching through a continuous exchange of practical expertise with current teachers. As a result, all of the participants (students and teachers) should acquire greater pedagogical knowledge as a central element of their teaching expertise. In order to examine the impact of the seminar, we measured the development of the competence-oriented didactic knowledge of 57 participating students and 6 accompanying teachers. To do so, we used a pre–post design with different control groups. The results show a significant increase in didactic knowledge. But they also show that diagnostic competences need significant further development. Hence, in the future, the seminar will be supplemented by video-based learning elements, which in particular address the difficulty of teaching competences in classrooms with a wide variety of pupils.

AB - Linking theory and practice in university teacher education is a necessary condition for the development of didactic competence. With this in mind, we developed a seminar to promote competence-oriented teaching through a continuous exchange of practical expertise with current teachers. As a result, all of the participants (students and teachers) should acquire greater pedagogical knowledge as a central element of their teaching expertise. In order to examine the impact of the seminar, we measured the development of the competence-oriented didactic knowledge of 57 participating students and 6 accompanying teachers. To do so, we used a pre–post design with different control groups. The results show a significant increase in didactic knowledge. But they also show that diagnostic competences need significant further development. Hence, in the future, the seminar will be supplemented by video-based learning elements, which in particular address the difficulty of teaching competences in classrooms with a wide variety of pupils.

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