461 research outputs found

    Betreute Praktika - Anforderungen an Praktikumslehrerinnen und -lehrer

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    Ziel des Projekts "Lernen im Praktikum" (vgl. Hascher & Moser, 1999; Moser & Hascher, 2000) war, die Lernprozesse im Praktikum während der Ausbildung am Sekundarlehramt der Universität Bern differenzieren und erklären zu können. Ein zentrales, wenn auch nicht überraschendes Ergebnis dabei war, dass die Betreuung durch die Praktikumslehrer/innen für die Lernprozesse von Studierenden sehr wichtig ist. Im nachfolgenden Beitrag werden nun die Rollen der Praktikumslehr- Personen und ihre Unterstützungsformen näher beleuchtet. Dazu wird sowohl auf die quantitative als auch die qualitative Studie, sowohl auf die Sicht der Studierenden als auch auf die Perspektive der Praktikumsleiter/innen Bezug genommen. Ebenso werden schwierige Aspekte der Betreuung im Praktikum diskutiert

    Testing effects of promoting antecedents of mathematics achievement emotions: A change-change model

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    Based on the control-value theory of achievement emotions, the present study investigates whether an intervention setting with the aim of inter alia promoting positive emotions could change control and value appraisals of low-achieving secondary school students in mathematics over two school years (Grades 7 and 8). Further, we examine the change-change assumption that positive intraindividual changes in perceived control and value longitudinally predict intraindividual changes in enjoyment, anger, anxiety, and boredom. Latent change models of 348 students revealed no significant effect of the intervention on changes in perceived control or value. Results confirmed the change-change hypothesis of the control-value theory for control and value and enjoyment, anger, anxiety, and boredom: Intraindividual changes in these emotions were longitudinally predicted by intraindividual changes in perceived control and value. Therefore, it can be assumed that the strategy of influencing students' control and value appraisals may be an effective measure to promote positive emotions while reducing negative ones

    Reciprocal Effects between Self-Determined Motivation and Engagement in Mathematics

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    Student motivation and engagement are key requirements for successful learning. Existing research has shown that motivation can be seen as a predictor of engagement. However, this relationship might not be seen as linear, as engagement may also predict motivation for future learning activities. Therefore, the present paper investigates whether reciprocal effect can be found between self-determined motivation and behavioral engagement in mathematics instruction in lower secondary education. A total of six latent cross-lagged structural equation models were conducted with two forms of self-determined motivation (intrinsic and identified regulation) and three behavioral engagement indicators (effort, inattention, and procrastination). Data consists of answers of 348 students in Grades 7 and 8 at three measurement points. Results revealed positive effects between both forms of self-determined motivation and effort, and negative effects between both forms of self-determined motivation and inattention and procrastination over time. Cross-lagged effects vary depending on the behavioral engagement indicators and in terms of the strength of the direction. These results suggest that, in addition to the effect of motivation on behavioral engagement, students’ behavioral engagement in learning activities in mathematics may also influence his or her future motivation for mathematics learning

    Stability and change of secondary school students' motivation profiles in mathematics: Effects of a student intervention.

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    There is high agreement that motivation is an important factor for successful learning processes and outcomes. But how do students differ in terms of motivation and how do these differences affect the effectiveness of a motivation intervention? As an intervention interacts with students' characteristics, students' heterogeneity must be considered and homogeneous intervention effects must be critically examined. This study aimed to identify motivation profiles of a specifically vulnerable student group, namely students in the lowest ability tier in the learning of mathematics. Within the framework of self-determination theory, we investigated how these profiles changed during Grade 7 and Grade 8. Furthermore, the study examined whether a particular intervention setting aimed at promoting positive emotions and motivation in learning had an impact on the patterns of change in the specific motivation profiles compared to students in the control condition. A latent profile analysis based on self-reported intrinsic, identified, introjected, and external regulation of 348 students revealed three motivation profiles, consisting of (a) low-mixed, (b) high-mixed, and (c) self-determined. Results of the latent transition analysis indicated that the majority of students tended to remain in the same profile and also revealed different effects of the intervention on different motivation profiles. The intervention seemed to be better tailored to students in the low-mixed motivation profile than to students in other profiles. This result highlights the nature of differential effects between students

    School alienation and student well-being: A cross-lagged longitudinal analysis

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    School alienation is identified as a severe educational problem that hampers stu- dents’ academic journey. However, little is known about the concept’s interplay with other socio-emotional phenomena such as well-being. This longitudinal study explored the cross- lagged associations among alienation from learning, teachers, and classmates, and different dimensions of student well-being. To investigate the direction of the relationship between school alienation and student well-being, we used self-report instruments at two measurement points over a 1-year interval. Data were collected from a sample of 508 Swiss secondary school students from grade 7 to grade 8 participating in the “School Alienation in Switzerland and Luxembourg (SASAL)” research project. Controlling for gender differences, the results of latent variable modeling revealed considerable stability effects across time and a causal effect of school alienation on student well-being, whereas the reversed effect of student well-being on subsequent school alienation was nonsignificant. The three domains of school alienation were found to have different associations with six well-being dimensions. Alienation from learning had a negative impact on positive attitudes to school and enjoyment in school. Alienation from teachers negatively predicted positive attitudes to school and positively predicted worries and social problems in school. Alienation from classmates negatively influenced future positive attitudes to school and contributed to the prevalence of social problems in school. The findings provide empirical support for the importance of students’ feelings of alienation in determining students’ sense of well-being and imply that both academic and social aspects of schooling have a significant impact on young people’s stances toward school

    The Role of Dyadic Teacher-Student Relationships for Primary School Teachers' Well-Being.

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    Teacher well-being is not only relevant for the effectiveness of individual teaching and student learning but also for general school quality and societal functioning, because teacher well-being is related to lower burnout risks and lower attrition. Previous research identified social relationships in school as a crucial source of teacher well-being. However, studies investigating the role of teacher-student relationships as a determining factor for teacher well-being are still scarce. This study takes a qualitative approach toward investigating the role of dyadic teacher-student relationships in teacher well-being. We analyzed twenty-six semi-structured interviews with Swiss primary school teachers, using a qualitative content analysis. The results showed that dyadic teacher-student relationships played an important to a very important role in the everyday life of teachers and were a source of both positive and negative emotions, cognitions, and physical sensations. The quality of the dyadic teacher-student relationship was reflected in the social-emotional competence of both teachers and students. Conflicts were not necessarily inhibiting teacher well-being. The findings of this study can be used to inform teacher-training institutions, as well as authorities, on how to support teachers in building relationships with their students and, in turn, foster their well-being

    Health and resilience of preservice teachers. Insights into the current state of theory and research with a specific focus on teacher preparation programmes in Switzerland

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    Der vorliegende Beitrag gibt einen Einblick in den Theorie- und den Forschungsstand zur Gesundheit von Lehramtsstudierenden mit spezifischen Bezügen zu Studierenden in der Schweiz. Dabei werden auch Aspekte der Gesundheit von Lehrerinnen und Lehrern beleuchtet, da Studierende oft schon während ihrer Ausbildung in Schulen arbeiten. Der Beitrag thematisiert Herausforderungen, mit denen Lehramtsstudierende in dieser Doppelrolle konfrontiert sind. Besondere Aufmerksamkeit gilt der Resilienz. Abschliessend werden Ansätze zur Förderung der Resilienz bei Lehramtsstudierenden diskutiert. (DIPF/Orig.)This article provides an insight into the current state of theory and research on the health of preservice teachers, focusing specifically on student teachers in Switzerland. Given the unique circumstance that preservice teachers actively engage in school environments during their training, we also shed light on various dimensions of teacher health. Emphasizing the dual role that preservice teachers face, the article explores the challenges that are inherent in this dynamic. In particular, we place a specific spotlight on the pivotal role of resilience and examine practical approaches to promoting and sustaining resilience among preservice teachers. (DIPF/Orig.

    Theoretical study of non-relativistic electron dynamics under intense laser fields

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    Strong field approximation (SFA) is the most important approximation in the analytical theory of intense laser matter interaction. Based on SFA many analytical theories have been developed such that a broad spectrum of strong field physics phenomena can be described. The central idea of SFA-based theories is to approximate the electron propagation in the continuum by the Gordon-Volkov wavefunction - a well studied analytical solution to the time-dependent Schr\"{o}dinger equation where the electron is driven by the laser field only. This approximation captures some of the essential features of strong-field physics, but at the same time causes several problems in the theory. In this thesis a comprehensive study of the SFA has been presented. We introduce the SFA in both the length gauge and the velocity gauge. The adequacy of SFA has been discussed by comparing the theory to the numerical solution to the time-dependent Schr\"{o}dinger equation (TDSE). The numerical method of solving TDSE is presented as a separate chapter. In order to obtain a better understanding of the applicability of SFA-based theory, we tested the major approximations in the theory by using three different models: the zero-range potential, the hydrogen atom and the hydrogen molecular ion. The accuracy of the method of steepest descent (MSD) and other major approximations in the analytical theory have also been examined. Targeting at the generalization of the SFA-based theories, several extensions and improvements of SFA have been proposed. We will review them in detail and bring them into unity. One of the most successful aspect of the SFA-based theories is to describe and decompose electron dynamics into components such that identification of different physical processes becomes possible. For instance, the direct ionization and non-sequential double ionization bear clear definitions only within the SFA-based framework. The physical interpretation becomes more straight forward due to the fact that there is a close connection between the quantum orbital and classical trajectory. The MSD is a mathematical tool to bridge the quantum orbital and the classical trajectory in an SFA-based theory. We will discuss MSD within a systematic framework so that the higher order asymptotic expansion terms can be obtained in a straight forward way. After gaining substantial understanding of the SFA and the MSD we developed a graphic user interface (GUI) software that is capable of calculating strong field ionization rates, photo-electron spectra and high harmonic generation spectra. The software interface and algorithms have been presented in the thesis. Sample calculations were done and compared with the previously obtained results. In the last chapter of the thesis, we further developed the theory to describe a two-laser ionization scheme where one laser is chosen to be resonantly coupled two real states and the other is a strong few-cycle laser pulse. We demonstrate the periodic dependence of the total ionization on the appearance time of the strong few-cycle laser pulse. In the case of few-cycle pulses with lower intensity, we observed side-bands in the photoelectron spectrum, whose intensity vary periodically with the appearance time of the pulse. We show that our extended theory is able to explain these phenomena adequately
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