Wozu nutzen Lehrkräfte welche Ressourcen?
For what do Teachers use Which Kind of<br><br>Resources?<br><br>
Christof Wecker, Martin R. Fischer, Andreas Hetmanek, Jan Kiesewetter y Kati Trempler
Cite this publication as
Christof Wecker, Martin R. Fischer, Andreas Hetmanek, Jan Kiesewetter, Kati Trempler, Wozu nutzen Lehrkräfte welche Ressourcen? (2015), Beltz Juventa, 69469 Weinheim, ISSN: 0340-4099, 2015 #03, S.193
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Descripción / Abstract
Evidenzbasierte Praxis im Bildungsbereich nach dem Vorbild der Medizin setzt voraus, dass Lehrkräfte bildungswissenschaftliche Forschungsresultate kennen, für nützlich halten und als Ressource in ihrer professionellen Tätigkeit nutzen. Über die Ressourcen, auf die Lehrkräfte zurückgreifen, ist jedoch wenig bekannt. In der vorliegenden explorativen Interviewstudie gehen wir daher der Frage nach, welche Ressourcen Lehrkräfte bei ihrer täglichen Arbeit nutzen, in welchen Praxiszusammenhängen sie dies tun und welche Rolle dabei bildungswissenschaftlichen Forschungsresultaten zukommt. Dazu wurden halbstrukturierte Interviews mit 25 Lehrkräften unterschiedlicher Schultypen und Fächerkombinationen aus drei Bundesländern durchgeführt und qualitativ-inhaltsanalytisch ausgewertet. Die Ergebnisse deuten darauf hin, dass die befragten Lehrkräfte bildungswissenschaftliche Forschungsresultate kaum im Sinne einer evidenzbasierten Praxis anwenden. Mögliche Ursachen dafür sowie Konsequenzen für die Implementierung von evidenzbasierter Praxis im Bildungsbereich werden diskutiert.
Schlüsselwörter: Evidenzbasierte Praxis, Forschungs-Praxis-Transfer, Überzeugungen von Lehrkräften
It is a prerequisite of evidence-based practice according to the model of medicine that teachers know products of educational research, regard them as helpful, and use them as a resource in their professional activities. However, little is known about the resources that teachers rely on. In the present exploratory interview study we investigated which resources teachers use in their everyday work in which contexts of practice, and what role products of educational research play in this respect. To this purpose, semi-structured interviews were conducted with 25 teachers from different types of schools and subjects from three federal states in Germany and analysed using qualitative content analysis. The findings suggest that the teachers we interviewed hardly use products of educational research according to the tenets of evidencebased practice. Possible causes and consequences for the implementation of evidence-based practice in education are discussed.
Keywords: Evidence-based practice, research-practice-transfer, teacher beliefs
Schlüsselwörter: Evidenzbasierte Praxis, Forschungs-Praxis-Transfer, Überzeugungen von Lehrkräften
It is a prerequisite of evidence-based practice according to the model of medicine that teachers know products of educational research, regard them as helpful, and use them as a resource in their professional activities. However, little is known about the resources that teachers rely on. In the present exploratory interview study we investigated which resources teachers use in their everyday work in which contexts of practice, and what role products of educational research play in this respect. To this purpose, semi-structured interviews were conducted with 25 teachers from different types of schools and subjects from three federal states in Germany and analysed using qualitative content analysis. The findings suggest that the teachers we interviewed hardly use products of educational research according to the tenets of evidencebased practice. Possible causes and consequences for the implementation of evidence-based practice in education are discussed.
Keywords: Evidence-based practice, research-practice-transfer, teacher beliefs