Prägen Lehrerausbildende die Beliefs der angehenden Primarlehrpersonen?
Shared Beliefs als Wirkungsgröße in der Lehrerausbildung
Fritz Oser und Sibylle Steinmann
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Fritz Oser, Sibylle Steinmann, Prägen Lehrerausbildende die Beliefs der angehenden Primarlehrpersonen? (2012), Beltz Juventa, 69469 Weinheim, ISSN: 0044-3247, 2012 #04, S.441
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Beschreibung / Abstract
Zusammenfassung: Überzeugungen (Beliefs) von Lehrpersonen - dies ist heute unumstritten - haben einen grossen Einfluss auf das professionelle Handeln. Wir nehmen daher an, dass auch die Beliefs der Lehrerausbildenden eine starke Wirkung auf die auszubildenden Junglehrpersonen haben. Weil es nun verschiedene Akteure in der Ausbildung gibt (Fachausbildner/Fachdidaktiker, Erziehungswissenschaftler und Praxislehrpersonen), ist die Frage berechtigt, ob diese so etwas wie gemeinsam geteilte (shared) Beliefs haben und ob diese, falls sie gemeinsam geteilt sind, eine stärkere Wirkung zeigen. Anhand der TEDS-M-Daten und einer Zusatzerhebung wird in einem ersten Schritt analysiert, inwiefern die Lehrerausbildenden der Deutschschweizer Primarlehrerausbildung shared Beliefs in Bezug zum Lehren und Lernen, der Natur der Mathematik sowie zum Erwerb von Mathematikkompetenzen haben. Die Resultate zeigen, dass es a) wenige shared Beliefs zwischen den Ausbildungsverantwortlichen gibt und b) dass die angehenden Lehrpersonen ihre Beliefs eher den Dozierenden der Mathematik/Mathematikdidaktik und weniger den Dozierenden der Erziehungswissenschaften und den Praktikumslehrpersonen anpassen.
Stichwörter: Lehrer, Lehrerbildung, shared Beliefs, TEDS-M, Erziehungswissenschaft
Abstract: Today, it is undisputed that the beliefs of teachers have a strong impact on their professional behavior. We therefore assume that the beliefs of teachers in teacher training also have a strong influence on the students they educate. Due to the fact that there are several actors participating in teacher training (specialized trainers/didactics specialists, educational scientists and teachers in practical training) it is justified to ask whether these actors have in common something like shared beliefs and whether these - if they are in fact shared - are of stronger impact. On the basis of both the TEDS-M data and an additional survey, the authors analyze, in a first step, in how far teachers in teacher training working in Swiss primary-teacher education in the German-speaking cantons do have shared beliefs with regard to teaching and learning, to the nature of mathematics, and to the acquisition of mathematical competences. The results show that a) there are few shared beliefs among those responsible for teacher training and b) students in teacher training adapt their beliefs rather to lecturers in mathematics/mathematical didactics than to lecturers in educational science or to teachers in the practical field.
Key words: Teacher, Teacher training, shared Beliefs, TEDS-M, educational science
Stichwörter: Lehrer, Lehrerbildung, shared Beliefs, TEDS-M, Erziehungswissenschaft
Abstract: Today, it is undisputed that the beliefs of teachers have a strong impact on their professional behavior. We therefore assume that the beliefs of teachers in teacher training also have a strong influence on the students they educate. Due to the fact that there are several actors participating in teacher training (specialized trainers/didactics specialists, educational scientists and teachers in practical training) it is justified to ask whether these actors have in common something like shared beliefs and whether these - if they are in fact shared - are of stronger impact. On the basis of both the TEDS-M data and an additional survey, the authors analyze, in a first step, in how far teachers in teacher training working in Swiss primary-teacher education in the German-speaking cantons do have shared beliefs with regard to teaching and learning, to the nature of mathematics, and to the acquisition of mathematical competences. The results show that a) there are few shared beliefs among those responsible for teacher training and b) students in teacher training adapt their beliefs rather to lecturers in mathematics/mathematical didactics than to lecturers in educational science or to teachers in the practical field.
Key words: Teacher, Teacher training, shared Beliefs, TEDS-M, educational science