Deutsch - Potenziale zur kognitiven Aktivierung: Eine generische Perspektive auf Unterrichtsqualität

In diesem Beitrag wird die vorliegende videografierte Unterrichtsstunde aus der generischen Perspektive der empirischen Unterrichtsforschung hinsichtlich des be­reitgestellten Potenzials zur kognitiven Aktivierung für die Schüler*innen analysiert

How does learners’ behavior attract preservice teachers’ attention during teaching?

Teachers need to continuously monitor students’ engagement in classrooms, but novice teachers have difficulties paying attention to individual behavioral cues in all learners. To investigate these interaction processes in more detail, we re-analyzed eye-tracking data from preservice teachers teaching simulated learners who engaged in different behaviors (Stürmer, Seidel, Müller, Häusler, & Cortina, 2017). With a new methodological approach, we synchronized the data with a continuous annotation of observable student behavior and conducted time series analysis on 3646 s of video material. Results indicate that novice teachers’ attention is attracted most often when learners show (inter)active learning-related behavior

Simulation-based learning environments: do they affect learners’ relevant interests?

The use of simulation-based learning environments to foster professional competences attracts more and more research. The role of participants’ interest for learning is quite undisputable also in this context. Recent research findings emphasize that interest may trigger the activation of professional knowledge during participation in a simulation. Using data from N = 81 pre-service teachers who participated in four simulations over one semester, this contribution investigates how characteristics of the simulation (roleplay vs. video) and participants’ perception of the simulation affect the development of participants’ interests. Results reveal that, beyond the perception of the simulation, development of participants’ interests is weakly related to simulation characteristics

Cognitive and Motivational Person Characteristics as Predictors of Diagnostic Performance: Combined Effects on Pre-Service Teachers' Diagnostic Task Selection and Accuracy

The acquisition of diagnostic competences is an essential goal of teacher education. Thus, evidence on how learning environments facilitate pre-service teachers' acquisition of corresponding competences is important. In teacher education, approximations of practice (such as simulations) are discussed as being learning environments that can support learners in activating acquired knowledge in authentic situations. Simulated diagnostic interviews are recommended to foster teachers' diagnostic competences. The conceptualization of diagnostic competences highlights the importance of cognitive and motivational characteristics. Motivational learning theories predict that the activation of acquired knowledge in learning situations may be influenced by motivational characteristics such as individual interest. Although teachers' diagnostic competences constitute an increasing research focus, how cognitive and motivational characteristics interact when shaping the diagnostic process and accuracy in authentic learning situations remains an open question. To address this question, we report on data from 126 simulated diagnostic one-on-one interviews conducted by 63 pre-service secondary school mathematics teachers (students simulated by research assistants), studying the combined effects of interest and professional knowledge on the diagnostic process and accuracy. In addition to the main effect of content knowledge, interaction effects indicate that participants' interest plays the role of a door-opener for the activation of knowledge during simulation-based learning. Thus, the results highlight the importance of both, cognitive and motivational characteristics. This implies that simulation-based learning environments should be designed to arouse participants' interest to support their learning or to support less interested learners in activating relevant knowledge

Gelingensbedingungen beim Einsatz digitaler Medien im Unterricht – Kognitive und motivationale Voraussetzungen von Lehrpersonen

Gelingensbedingungen beim Einsatz digitaler Medien im Unterricht – Kognitive und motivationale Voraussetzungen von Lehrpersone

Praxisnahe Lerngelegenheiten in der Lehrerbildung - Validierung der simulationsbasierten Lernumgebung DiMaL zur Förderung diagnostischer Kompetenzen von angehenden Mathematiklehrpersonen

Praxisnahe Lerngelegenheiten in der Lehrerbildung - Validierung der simulationsbasierten Lernumgebung DiMaL zur Förderung diagnostischer Kompetenzen von angehenden Mathematiklehrpersone

Besser als gedacht? Individuelle Voraussetzungen von Schülerinnen und Schülern sowie Lehrpersonen zum Lehren und Lernen mit digitalen Medien im Unterricht im tabletBW-Projekt

Besser als gedacht? Individuelle Voraussetzungen von Schülerinnen und Schülern sowie Lehrpersonen zum Lehren und Lernen mit digitalen Medien im Unterricht im tabletBW-Projek