@techreport{MaegdefrauKufnerHanketal.2017, author = {M{\"a}gdefrau, Jutta and Kufner, Sabrina and Hank, Barbara and Kainz, Hubert and Michler, Andreas and Mendl, Hans and Lengdobler, Bettina and Karpfinger, Franz}, title = {Standards and Indicators for the Development of Skills in Teacher Education}, editor = {M{\"a}gdefrau, Jutta}, organization = {Universit{\"a}t Passau}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:739-opus4-4957}, pages = {53 S.}, year = {2017}, abstract = {Which skills may student teachers be expected to have, after all, after having completed their first period of practical training at school? After three to six semesters of studying and a six-week long period of practical training at school, what may be expected from them when it comes to those professional skills as being expected from professional teachers? Which skills may they be expected to have in their fifth semester of studying, at a stage when, in the context of their studies, student teachers in Bavaria are doing their subject-related periods of practical training? And what may a trainee teacher be expected to have achieved at the end of his or her teaching training? Finally, which skills may professional teachers be expected to have which may not be expected from trainee teachers? Questions like these give expression to a problem a team of professors, lecturers and responsible school supervisors has dedicated their efforts to. The overall objective of the collaboration was to define skills and indicators that describe developing processes between the beginning of studies and being a professional teacher. For this purpose, one reached back to current empirical findings from the field of pedagogical and psychological teaching quality research. Generally, due to the fact that pedagogical work focuses on achieving certain objectives, it is always normative. Usually empiricists hesitate when it comes to deductively deriving normative skills from the findings of quality research, even more as the data situation concerning certain sub-dimensions is rather contradictory. But still: in the course of an individual, biographical professionalization process, teacher training aims at providing each individual with abilities that will make him/her a good teacher or allow for "high-quality" teaching. Everybody working in the field of teacher training is aware of the fact that, when it comes to the practical aspects of teacher training, general formulations require concrete action. An illustrative example is the individual counselling of students or trainee teachers: After having given a lesson, each student and his/her tutor reflect on positive and less positive aspects by reaching back to quality criteria. And this is exactly what this paper is about: It tries to offer an advisory tool for students, trainee teachers, teachers, school administrations and school supervising authorities, by providing information about which concrete skills may be expected at a defined stage of professionalization and how these skills can be identified. This paper is the result of a two-year collaboration; its release is meant to contribute to a debate on the topic among a larger public. Following the introductory remarks, in the first section of the paper M{\"a}gdefrau, Kufner and Hank present the theoretical basis: The criteria for selecting the dimensions of qualities of teaching as well as the spiral-curricular structure of the standards given in Section II are explained. Furthermore, there are some brief comments on possible practical applications. Then in Sections II and III the standards of the collaborating authors are presented. Section II presents the standards according to the chosen dimensions of teacher behavior. That is, the reader will find the respective skills and indicators for the four phases of the Bavarian teacher education system (period of practical training at school, subject-didactic period of practical training, traineeship, and professional teacher training) in sequence. The first two phases refer to the university phase, the third to the training phase at school after graduating, and the forth describes the skills teachers should have at their disposal and continually develop through teacher trainings. (For an overview, see Figure 1.) This juxtaposition allows for easily pursuing the skills development process supposed to be achieved phase by phase for each dimension and sub-dimension. Then section III once again gives an overview of the standards according to the four phases, so that e. g. students in their first semester may see at first sight what skills they are expected to have after their first period of practical training at school.}, language = {en} } @misc{MendlSitzberger2016, author = {Mendl, Hans and Sitzberger, Rudolf}, title = {Lernwerkstatt Religionsunterricht: Theorie-Praxis-Verschr{\"a}nkung konkret}, doi = {https://doi.org/10.15475/paradigma.2016.1.13}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:739-opus4-4397}, pages = {16}, year = {2016}, abstract = {Theorie ohne Praxis ist blind, Praxis ohne Theorie leer (Immanuel Kant). Das Vertiefungsmodul Didaktik des Religionsunterrichts ist so konzipiert, dass eine mehrstufige Verschr{\"a}nkung von Theorie und Praxis erfolgt. Innovative religionsdidaktische Konzepte und Prinzipien, die in den Vorlesungen theoretisch und mit Beispielen veranschaulicht pr{\"a}sentiert werden, transferieren die Studierenden in konkrete, selbst entwickelte Unterrichtsprojekte. Als Gelenkst{\"u}ck zwischen einer praxisnahen Theorie und einer theoretisch reflektierten Praxis dient die Wissenschaftliche {\"U}bung „Lernwerkstatt Religionsunterricht". Hier werden Theoriemodelle vorgestellt und mit den Studierenden praktisch erprobt und reflektiert. In der Modulpr{\"u}fung, bei der das Praxismodell vorgestellt, erl{\"a}utert und reflektiert wird, erfolgt die Evaluation des Projekts.}, subject = {Universit{\"a}t Passau}, language = {de} } @misc{StinglhammerMendl2014, author = {Stinglhammer, Manuel and Mendl, Hans}, title = {Religi{\"o}ses Lernen kann man sehen?! Ein empirisches Unterrichtsforschungsprojekt im Katholischen Religionsunterricht}, doi = {10.15475/paradigma.2014.1.5}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:739-opus-27546}, pages = {13}, year = {2014}, abstract = {Religi{\"o}se Lernprozesse sollen in dieser Studie auf mikrostruktureller Ebene beleuchtet werden. Dabei bilden die Schwierigkeiten der Lehr-Lernforschung im Kontext des katholischen Religionsunterrichts und die Notwendigkeit einer ad{\"a}quaten Begriffsbestimmung den Ausgangspunkt. Mit Hilfe von videografierten Unterrichtsaufzeichnungen, Interviews mit den Lernenden und den Lehrkr{\"a}ften wird der Frage nachgegangen, wie sich die Lernprozesse von Sch{\"u}lerinnen und Sch{\"u}ler gestalten. Wesentliche Erkenntnis infolge inhaltsanalytischer Auswertungsmethodik ist, dass Lehrende eher eindimensionale Verkn{\"u}pfungsleistungen einfordern, komplexere Vernetzungsleistungen mit anderen Themen oder biblischen Erz{\"a}hlungen kaum anregen. Wenn Sch{\"u}lerinnen und Sch{\"u}ler trotzdem zu umfassenderen Verkn{\"u}pfungen kommen, werden diese f{\"u}r weitere Lernprozesse in der Klasse kaum nutzbar gemacht. Die Kommunikation verbleibt meist auf der Ebene eines Lehrer-Sch{\"u}ler-Gespr{\"a}ches, eine Verst{\"a}ndigung zwischen den Sch{\"u}lern ist selten.}, subject = {Bayern}, language = {de} } @techreport{MaegdefrauKufnerHanketal.2014, author = {M{\"a}gdefrau, Jutta and Kufner, Sabrina and Hank, Barbara and Kainz, Hubert and Michler, Andreas and Mendl, Hans and Lengdobler, Bettina and Karpfinger, Franz}, title = {Standards und Indikatoren f{\"u}r die Entwicklung von Kompetenzen in der Lehrerbildung}, editor = {M{\"a}gdefrau, Jutta}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:739-opus-27278}, pages = {38 S.}, year = {2014}, abstract = {Bitte beachten Sie, dass diese Publikation inzwischen erweitert und {\"u}berarbeitet wurde. Sie finden die aktuelle Fassung unter folgendem Link: https://ojs3.uni-passau.de/index.php/paradigma/issue/view/21 In diesem Papier werden f{\"u}r die Schulpraktika im Lehramtsstudium, f{\"u}r das Referendariat und schließlich f{\"u}r die professionelle Lehrkraft Handlungsstandards in sechs zentralen Dimensionen dargestellt: 1) Handeln als Lehrperson 2) die Schule als Lern- und Lebensraum 3) Unterrichtsbeobachtung und -evaluation 4) Unterrichtsplanung, -durchf{\"u}hrung und -analyse 5) Klassenf{\"u}hrung 6) Leistungsmessung In einer spiralcurricularen Darstellung wird der Weg der professionellen Entwicklung, beginnend bei den ersten Handlungserfahrungen als Lehrperson, anhand von Regelstandards entwickelt. Dazu werden jeweils Indikatoren aufgef{\"u}hrt, an denen man die Erreichung des jeweiligen Standards beobachten kann. Ein theoretischer Teil f{\"u}hrt in die erziehungswissenschaftliche Diskussion rund um das Thema Lehrerbildungsstandards ein und verankert die vorliegenden sowie die dazugeh{\"o}rigen Indikatoren in der aktuellen Unterrichtsqualit{\"a}tsforschung.}, language = {de} }