Teacher training and practical experiences in the first year of work and their effects on the teaching competencies of students and teachers at the start of their career
Teacher training and practical experiences in the first year of work and their effects on the teaching competencies of students and teachers at the start of their career
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DOI：
10.1007/s11618-011-0168-5
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发表时间：
2011-05-01
影响因子：
1.4
通讯作者：
Doerr, Guenter
中科院分区：
文献类型：
--
作者：
Baer, Matthias;Kocher, Mirjam;Doerr, Guenter
这一贡献着眼于教师培训和进入工作期间的能力发展。多视角研究设计使得有可能在这一过渡过程的五个阶段整理数据：小学教师培训开始时（t（1））、中期（t（2））和结束时（t（3））瑞士两所教育学院的1-6年级实习教师，以及新教师在工作第一年的开始（t（4））和竞争（t（5））。数据涵盖11个主题领域。本文将提出数据分析的结果，为这些主题领域的所有五个阶段的测量：（一）知识的课程规划被捕获使用的情况下小插曲和（B）教学实践中的研究计划，并在第一年的工作被记录在视频上。从参与实习教师培训的教学人员那里收集了同样的数据。采用内容分析法研究了案例插图上的陈述。使用低推理编码对教学过程中的可见事件进行分析，并对课程质量进行高推理评级。结果，包括学生教师和新手教师与实际的教师培训工作人员的比较，使洞察教师培训的有效性和影响的实际经验，在第一年的工作知识，如何计划的教训和教学的形式和质量。总的来说，这两所教育学院的新培训在专业化方面可以得到令人满意的积极评价。然而，也可以认识到在哪些方面和在多大程度上仍然需要进一步发展教学专业化标准。
This contribution looks at the competency development during teacher training and entry into work. The multi-perspective research design makes it possible to collate data at five stages within this transition process: at the start (t(1)), in the middle (t(2)) and on completion (t(3)) of teacher training for primary school level (year 1-6) student teachers in two education colleges in Switzerland, as well as novice teachers at the start (t(4)) and on competition (t(5)) of their first year of work. The data covers eleven topic areas. This paper will present findings of data analysis for two of these topic areas for all five stages of measurement: (a) knowledge of lesson planning was captured using case vignettes and (b) teaching practice during the study program and in the first year of work was recorded on video. The same data was collated from the teaching staff involved in the practical training of the student teachers. The statements on the case vignettes were studied using content-analysis. The lesson videos were analyzed using low-inference coding for the visible occurrences during teaching and with a high-inference rating on the quality of the lessons. The results, including those for a comparison of student teachers and novice teachers with practical teacher training staff, give insights into the effectiveness of teacher training and the impact of practical experience in the first year of work on knowledge of how to plan lessons and on the form and quality of teaching. Overall, the new training at both education colleges can be given a pleasingly positive appraisal in terms of professionalization. It is, however, also possible to recognize where and to what extent a need for further developing the standard of professionalization of teaching still exists.