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

在本研究中，我们探讨了如何设计教学阶段的建模，解释，颁布和获得反馈，以支持学生教师的教学能力的最佳收购。从理论上讲，我们专注于核心实践。根据McDonald等人（2013），核心实践是领域通用和基于研究的教学活动，这些活动对教学工作至关重要，新手可以在早年开始掌握。如何支持教师教育核心实践的获得？实习教师是否应该在学习建模示例和核心实践的理论解释之前，首先独立尝试核心实践？还是在制定核心做法之前先研究模型实例和理论解释更有效？与学生一起准备颁布的同龄人的微格教学能否促进核心实践的获得？应该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的教学方法和技能获取模型的关键理论假设（McDonald等人的学习周期，2013，Kapur的Productive Failure，2008，以及安德森和Schunn的ACT-R，2000）。基于这一讨论，我们得出了一些假设的最佳排序和设计的教学阶段，将在四个实验培训研究进行测试。在我们的研究中，我们将专注于核心实践“引导学生进入信息文本的自我指导解释”。这一核心实践可以通过Palinscar和Brown（1984）提出的基于研究的阅读策略脚本“互惠教学（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情境的专业视野，（3）他们与学生专业制定RT的能力。该项目有助于从基于实践的教师教育和学习与教学的心理学研究中对重要的教学方法和技能获取模式进行实证调查。在教师教育的实证研究中，缺乏系统地改变不同教学阶段，并衡量这些变化对教师学生的知识，专业视野和教学能力的影响的实验研究。在理论层面上，该项目推进了迄今为止在独立的科学界讨论的教学方法的理论整合。在实践层面上，我们将得出以证据为基础的实践建议，以能力为导向的教师培训应该如何设计。

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.