Verlängerte Praxisphasen in der Lehrer*innenbildung
School-based practical courses have become an integral part of teacher training, both nationally and internationally. Although the expectations of these components are high and research activities in this area have increased in recent years, there is still a need for clarification on the question of...
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| Formato: | Online |
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| Idioma: | alemão |
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Verlag Julius Klinkhardt
2021
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| Acesso em linha: | ONIX_20211028_9783781523647_7 |
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| collection | Directory of Open Access Books |
| description | School-based practical courses have become an integral part of teacher training, both nationally and internationally. Although the expectations of these components are high and research activities in this area have increased in recent years, there is still a need for clarification on the question of the extent to which practical school study components actually fulfil the functions of professional orientation, competence development and theory-practice relation attributed to them. With this volume, the Centre for Teacher Education at the University of Vechta would therefore like to make a contribution to expanding the existing research situation, especially with regard to the relational function of theory and practice in extended practical phases. The contributions range from conceptual to empirical aspects of this function. |
| format | Online |
| id | doab-20.500.12854ir-72578 |
| institution | Directory of Open Access Books |
| language | ger |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | Verlag Julius Klinkhardt |
| publisherStr | Verlag Julius Klinkhardt |
| record_format | ojs |
| spelling | doab-20.500.12854ir-725782025-08-13T14:11:30Z Verlängerte Praxisphasen in der Lehrer*innenbildung Rheinländer, Kathrin Scholl, Daniel Lehrerbildung Lehrerausbildung Schulpraktikum Theorie-Praxis-Beziehung Hochschule Professionalisierung Lehrer Praxiserfahrung Praxisbezug Hochschullehre Curriculum Kompetenzerwerb Reflexivität Reflexion <Phil> Einstellung <Psy> Heterogenität Studienmotivation Berufswahl Motivation Gruppendiskussion Lehramtsstudiengang Master-Studiengang Orientierung Überzeugung Lehramtsstudent Konzept Konzeption Portfolio Projekt Praxissemester Mentoring Unterrichtsbeobachtung Gespräch Dokumentarische Methode Interview Fragebogen Qualitative Forschung Quantitative Forschung Empirische Forschung Deutschland Teacher education Teachers' training Teacher training Practical training in school Practice period at school Theory Practice Relationship Higher education institute Professionalization Teacher Practice relevance Higher education lecturing University lecturing University teaching Heterogeneity Motivation to study Career Choice Occupational choice Group discussion Preservice Teacher Education Master course Orientation Student teachers Fundamental concepts Conception Project Projects (Learning Activities) Practical semester Semester practical training Observation of teaching Conversation Questionnaire Qualitative research Quantitative research Empirical research Germany Competency Practice thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education School-based practical courses have become an integral part of teacher training, both nationally and internationally. Although the expectations of these components are high and research activities in this area have increased in recent years, there is still a need for clarification on the question of the extent to which practical school study components actually fulfil the functions of professional orientation, competence development and theory-practice relation attributed to them. With this volume, the Centre for Teacher Education at the University of Vechta would therefore like to make a contribution to expanding the existing research situation, especially with regard to the relational function of theory and practice in extended practical phases. The contributions range from conceptual to empirical aspects of this function. Schulpraktische Studienanteile stellen inzwischen – national wie international – einen integralen Bestandteil der Lehrer*innenbildung dar. Obwohl die Erwartungen an diese Anteile hoch sind und sich gerade in den letzten Jahren die Forschungsaktivitäten in diesem Bereich verstärkt haben, gibt es nach wie vor einen Klärungsbedarf zu der Frage, inwieweit schulpraktische Studienanteile die ihnen zugeschriebenen Funktionen der beruflichen Orientierung, der Kompetenzentwicklung und der Theorie-Praxis-Relationierung auch erfüllen. Mit dem vorliegenden Band möchte das Zentrum für Lehrer*innenbildung der Universität Vechta deshalb einen Beitrag zur Erweiterung der bisherigen Forschungslage insbesondere hinsichtlich der Relationierungsfunktion von Theorie und Praxis in verlängerten Praxisphasen leisten. Dabei reicht die Spanne der Beiträge von konzeptionellen bis hin zu empirischen Gesichtspunkten dieser Funktion. (DIPF/Orig.) 2021-11-06T05:46:03Z 2021-11-06T05:46:03Z 2021-10-28T08:07:25Z 2020 book ONIX_20211028_9783781523647_7 OCN: 1290620969 https://library.oapen.org/handle/20.500.12657/51188 9783781523647 9783781558038 https://directory.doabooks.org/handle/20.500.12854/72578 ger open access image/jpeg image/jpeg image/jpeg Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International https://library.oapen.org/bitstream/20.500.12657/51188/1/9783781523647.pdf https://library.oapen.org/bitstream/20.500.12657/51188/1/9783781523647.pdf https://library.oapen.org/bitstream/20.500.12657/51188/1/9783781523647.pdf Verlag Julius Klinkhardt 10.25656/01:19032 10.25656/01:19032 65f4fc12-f5ec-43de-9b3f-9771b3f89aea 9783781523647 9783781558038 358 Bad Heilbrunn open access |
| spellingShingle | Lehrerbildung Lehrerausbildung Schulpraktikum Theorie-Praxis-Beziehung Hochschule Professionalisierung Lehrer Praxiserfahrung Praxisbezug Hochschullehre Curriculum Kompetenzerwerb Reflexivität Reflexion <Phil> Einstellung <Psy> Heterogenität Studienmotivation Berufswahl Motivation Gruppendiskussion Lehramtsstudiengang Master-Studiengang Orientierung Überzeugung Lehramtsstudent Konzept Konzeption Portfolio Projekt Praxissemester Mentoring Unterrichtsbeobachtung Gespräch Dokumentarische Methode Interview Fragebogen Qualitative Forschung Quantitative Forschung Empirische Forschung Deutschland Teacher education Teachers' training Teacher training Practical training in school Practice period at school Theory Practice Relationship Higher education institute Professionalization Teacher Practice relevance Higher education lecturing University lecturing University teaching Heterogeneity Motivation to study Career Choice Occupational choice Group discussion Preservice Teacher Education Master course Orientation Student teachers Fundamental concepts Conception Project Projects (Learning Activities) Practical semester Semester practical training Observation of teaching Conversation Questionnaire Qualitative research Quantitative research Empirical research Germany Competency Practice thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education Verlängerte Praxisphasen in der Lehrer*innenbildung |
| title | Verlängerte Praxisphasen in der Lehrer*innenbildung |
| title_full | Verlängerte Praxisphasen in der Lehrer*innenbildung |
| title_fullStr | Verlängerte Praxisphasen in der Lehrer*innenbildung |
| title_full_unstemmed | Verlängerte Praxisphasen in der Lehrer*innenbildung |
| title_short | Verlängerte Praxisphasen in der Lehrer*innenbildung |
| title_sort | verlangerte praxisphasen in der lehrer innenbildung |
| topic | Lehrerbildung Lehrerausbildung Schulpraktikum Theorie-Praxis-Beziehung Hochschule Professionalisierung Lehrer Praxiserfahrung Praxisbezug Hochschullehre Curriculum Kompetenzerwerb Reflexivität Reflexion <Phil> Einstellung <Psy> Heterogenität Studienmotivation Berufswahl Motivation Gruppendiskussion Lehramtsstudiengang Master-Studiengang Orientierung Überzeugung Lehramtsstudent Konzept Konzeption Portfolio Projekt Praxissemester Mentoring Unterrichtsbeobachtung Gespräch Dokumentarische Methode Interview Fragebogen Qualitative Forschung Quantitative Forschung Empirische Forschung Deutschland Teacher education Teachers' training Teacher training Practical training in school Practice period at school Theory Practice Relationship Higher education institute Professionalization Teacher Practice relevance Higher education lecturing University lecturing University teaching Heterogeneity Motivation to study Career Choice Occupational choice Group discussion Preservice Teacher Education Master course Orientation Student teachers Fundamental concepts Conception Project Projects (Learning Activities) Practical semester Semester practical training Observation of teaching Conversation Questionnaire Qualitative research Quantitative research Empirical research Germany Competency Practice thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education |
| topic_facet | Lehrerbildung Lehrerausbildung Schulpraktikum Theorie-Praxis-Beziehung Hochschule Professionalisierung Lehrer Praxiserfahrung Praxisbezug Hochschullehre Curriculum Kompetenzerwerb Reflexivität Reflexion <Phil> Einstellung <Psy> Heterogenität Studienmotivation Berufswahl Motivation Gruppendiskussion Lehramtsstudiengang Master-Studiengang Orientierung Überzeugung Lehramtsstudent Konzept Konzeption Portfolio Projekt Praxissemester Mentoring Unterrichtsbeobachtung Gespräch Dokumentarische Methode Interview Fragebogen Qualitative Forschung Quantitative Forschung Empirische Forschung Deutschland Teacher education Teachers' training Teacher training Practical training in school Practice period at school Theory Practice Relationship Higher education institute Professionalization Teacher Practice relevance Higher education lecturing University lecturing University teaching Heterogeneity Motivation to study Career Choice Occupational choice Group discussion Preservice Teacher Education Master course Orientation Student teachers Fundamental concepts Conception Project Projects (Learning Activities) Practical semester Semester practical training Observation of teaching Conversation Questionnaire Qualitative research Quantitative research Empirical research Germany Competency Practice thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education |
| url | ONIX_20211028_9783781523647_7 |