Modelling, Explaining, Enacting and Getting Feedback: How can the acquisition of Core Practices in Teacher Education be optimally supported?

在这个项目中，我们研究如何设计建模、解释、制定和获得反馈的教学阶段，以最佳地支持学生教师获得教学能力。理论上，我们专注于核心实践。根据McDonald等人（2013）的观点，核心实践是领域通用性和基于研究的教学活动，对教学工作至关重要，初学者可以在早期开始掌握。如何支持教师教育中核心实践的获得？实习教师是否应该先独立尝试核心实践，然后再研究核心实践的建模示例和理论解释？或者在制定核心实践之前，先研究建模示例和理论解释会更有效吗？在与学生一起准备制定的过程中，与同伴一起进行的微型教学能否促进核心实践的习得？如何设计反馈以支持教学技能的获得？为了回答这些问题，我们讨论了教育科学和心理学中重要教学方法和技能习得模型的关键理论假设（McDonald等人的学习周期，2013年，Kapur的生产失败，2008年，Anderson和Schunn的ACT-R， 2000年）。基于这一讨论，我们得出了一些关于教学阶段的最佳顺序和设计的假设，这些假设将在四个实验训练研究中进行测试。在我们的学习中，我们将重点关注“引导学生自主解读信息文本”的核心练习。这一核心实践可以通过Palinscar和Brown（1984）开发的研究型阅读策略脚本“对等教学”（Reciprocal Teaching， RT）来实现。我们将系统地改变教师培训的组成以及培训阶段的顺序和设计。作为因变量，我们将测量(1)学生教师对RT的概念知识和态度，(2)他们对RT情境的专业愿景，以及(3)他们与学生专业实施RT的能力。本研究从实践型教师教育和学与教的心理学研究中，对重要的教学方法和技能习得模式进行实证研究。在教师教育的实证研究中，缺乏系统地改变不同教学阶段并测量这些变化对教师学生知识、专业视野和教学能力影响的实验研究。在理论层面上，该项目推进了迄今为止在独立的科学团体中讨论的教学方法的理论整合。在实践层面，我们将得出基于证据的实用建议，说明如何设计以能力为导向的教师培训。

In this project, we investigate how the instructional phases of modelling, explaining, enacting and getting feedback should be designed in order to support student teachers’ acquisition of teaching competencies optimally. Theoretically, we focus on core practices. Following McDonald et al. (2013), core practices are domain-general and research-based instructional activities which are essential to the work of teaching and which novices can begin to master in their early years. How should the acquisition of core practices in teacher education be supported? Should student teachers first try out a core practice independently before they study a modelling example and a theoretical explanation of the core practice? Or would it be more effective to study first the modelling example and the theoretical explanation before enacting the core practice? Can the acquisition of core practices be facilitated by a microteaching with peers that prepares the enactment with pupils? How should feedback be designed in order to support the acquisition of teaching skills? To answer these questions, we discuss crucial theoretical assumptions underlying important instructional approaches and skill-acquisition models from Educational Science and Psychology (Learning Cycle by McDonald et al., 2013, Productive Failure by Kapur, 2008, and ACT-R by Anderson and Schunn, 2000). Based on this discussion, we derive a number of hypotheses regarding the optimal sequencing and design of instructional phases which will be tested in four experimental training studies. In our studies, we will focus on the core practice “introducing pupils into the self-guided interpretation of informational texts”. This core practice can ideally be implemented by the research-based reading-strategy script “Reciprocal Teaching (RT)” developed by Palinscar and Brown (1984). We will systematically vary the composition of the teacher trainings as well as the sequencing and design of the training phases. As dependent variables, we will measure (1) student teachers’ conceptual knowledge about and attitudes towards RT, (2) their professional vision of RT-situations, and (3) their ability to professionally enact RT with pupils. The project contributes to the empirical investigation of important instructional approaches and skill-acquisition models from practice-based teacher education and psychological research on learning and instruction. In empirical research on teacher education, there is a lack of experimental studies that systematically vary different instructional phases and measure the effects of these variations on teacher students’ knowledge, professional vision and teaching competence. On a theoretical level, the project advances the theoretical integration of instructional approaches that hitherto have been discussed in separated scientific communities. On a practical level, we will derive evidence-based practical recommendations of how competence-oriented teacher trainings should be designed.