Teachers' professional knowledge acquisition on the basis of videos of teachers own or others' classroom

基于教师自己或他人课堂视频的教师专业知识获取

• 批准号: 185922137
• 负责人: Professor Dr. Thorsten Bohl
• 金额: --
• 依托单位: Institut für Bildungswissenschaft (IBIWI)
• 依托单位国家: 德国
• 项目类别: Research Units
• 财政年份: 2010
• 资助国家: 德国
• 起止时间: 2009-12-31 至 2015-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/185922137?language=en
• 关键词: Teachers; professional; knowledge; acquisition; basis

The previous study investigated effects and the use of cognitively activating elements in teaching sessions. The findings of this study can now be used in the succession research project in terms of advanced teacher training.The previous study provided empirical evidence for the positive impact of individual cognitively activating elements on student achievements. Nevertheless the video-data revealed that cognitive activation to date has rarely been realized – even if teachers considered it to be important for enhancing the students’ mathematical performance.Given the findings of the COACTIV study cognitive activation requires broad and deep instructional knowledge. As teachers certified for the non-academic track showed less profound instructional quality than those of the academic track-Gymnasium there is a need for advanced teacher training in this field in order to initiate cognitively challenging learning processes.For this reason the project intends to do purposeful training with respect to cognitive activation particularly aiming for middle school teachers of the non-academic track. With the help of controlled video sequences as a training vehicle and through systematic intervention teachers should be enabled to assess and enhance their professional knowledge. The main focus of the project is to examine the conditions and effectiveness of video-based teacher training in terms of the acquisition of cognitive activating instruction.

先前的研究探讨了教学环节中认知激活元素的效果和使用。本研究之发现可应用于进阶教师培训的后续研究计画中，先前的研究提供了实证证据，证明个别认知激活因素对学生成就的正面影响。然而，视频数据显示，迄今为止，认知激活很少被实现-即使教师认为这是重要的，以提高学生的数学成绩。鉴于COACTIV研究的结果，认知激活需要广泛和深入的教学知识。由于非学术类教师的教学质量不如学术类教师--体育馆教师，因此有必要对非学术类教师进行有针对性的认知激活培训，以提高教师的认知能力。借助作为培训工具的受控视频序列，并通过系统的干预，教师应能够评估和提高其专业知识。该项目的主要重点是检查基于视频的教师培训的条件和有效性方面的收购认知激活指令。