Action Area 4: Cross-Phase Cooperation
Head: Prof. Dr. Gabriele Kaiser (EW) und Prof. Dr. Thomas Zabka (EW)
Team Action Area 4: Cross-Phase Cooperation
Intervention and research on Cross-Phase Cooperation revolves around the recurring experience in the practical, school-related component of the master’s degree/second educational internship (the Kernpraktikum) that networking between the professional knowledge acquired at universities and the practical knowledge and skills relevant for teaching practice in schools is inadequate. It is not unusual for interns to discover a gap between the subject-specific didactic input from university complementary seminars on the one hand and the practical instructions from mentors in schools on the other (see Hascher, 2014).
Aims of joint research work
In the Action Area Cross-Phase Cooperation, cooperative relationships between university instructors in the subject-specific didactics and supervising mentors will be expanded and restructured during the second educational internship. The following objectives will be pursued in the individual projects with different weighting accorded to each:
- Networking the perspectives of experts and novices.
- (Continued) development of students’ professional knowledge and skills with special emphasis on perception and reflection skills (see Sherin, Jacobs & Philipp, 2011).
- Development and consolidation of innovative concepts for complementary seminars at the University during the core internship as well as academic evaluation of these seminars.
In all disciplines, the individual complementary seminars for the core internship are oriented to the following measures:
- Cooperative formats in which students and instructors reflect together on typical situations in classes in individual subjects with the help of relevant theories.
- Case studies (using videotaped classes, vignettes, teaching documents, etc.).
- Services for mentors designed to strengthen cross-phase cooperation (as based, among other things, on Staub & Kreis, 2013).
Domain-specific aspects of the individual subjects will also be taken into consideration when planning the seminars.
English translation will follow
- German didactics: Prof. Dr. Thomas Zabka, Dr. Jochen Heins
- Mathematics didactics: Prof. Dr. Gabriele Kaiser, Anna Orschulik
- English didactics: Prof. Dr. Andreas Bonnet, Inga Rosemann
- Media technology: Prof. Dr. Jens Siemon, Anja Augsdörfer
- School education: Prof. Dr. Dagmar Killus, Jana Schröder
- Sport didactics: Prof. Dr. Claus Krieger, Dr. Jonas Wibowo (former employee)
Individual research projects
- Jochen Heins
1. What are typical situations in literature teaching? A survey and interview study among university specialistes, professional seminar leaders and teachers.
2. Development of video film to typical situations in literature teaching.
3. Development of a videobased test for professional perception in literary teaching.
- Jonas Wibowo (former employee)
1. Adaptive Teaching in Sports Class: Development of an Observation Instrument
2. Subject-Specific Didactics Knowledge of Sport Teachers (in cooperation with Tim Heemsoth)/ Development of a Competence Test
- Anja Augsdörfer – Strenghening Planning and Coaching Skills in Novices and Experts Within the Scope of Cross-Phase Cooperation: " Developing Innovative Class Formats for the Core Internship (Kernpraktikum) in the Subject Media Technology"
- Anna Orschulik – Developing New Learning Opportunities to Strengthen Perceptive Skills in Students
- Inga Rosemann – Professionalization Processes During Practical Phases – The interplay of different forms of knowledge in mentoring talks about English lessons
- Jana Schröder – Individual Learning Processes in Teacher Training Students During the Core Internship (Kernpraktikum) (additional information)
Additional information on intervention and evaluation measures is abailable here:
only in German
Hascher, T. (2014). Forschung zur Wirksamkeit der Lehrerbildung. In E. Terhart, H. Bennewitz & M. Rothland (Hrsg.), Handbuch der Forschung zum Lehrerberuf (2., überarbeitete und erweiterte Auflage, S. 542-571). Münster, New York: Waxmann.
Sherin, M. G., Jacobs, V. R. & Philipp, R. A. (2011). Situating the study of teacher noticing. In M. G. Sherin, V. R. Jacobs & R. A. Philipp (Eds.), Mathematics teacher noticing. Seeing through teachers' eyes (Studies in mathematical thinking and learning, pp. 3-13). New York: Routledge.
Staub, F. C. & Kreis, A. (2013). Fachspezifisches Unterrichtscoaching in der Aus- und Weiterbildung von Lerhpersonen. Journal für Lehrerinnenbildung (2), 8-13.