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2. Assessment of German and Austrian students' Educational Research Literacy: validation of a competency test based on cross-national comparisons

Creator:
Groß Ophoff, Jana and Egger, Christina
Format:
text/pdf
Type:
Article
Subject:
Educational Research Literacy, teacher education, construct validity, measurement equivalence, differential item functioning, and Educational Sciences
Language:
English
Description:
Educational Research Literacy (ERL) is the ability to access, comprehend, and consider scientific information and to apply the resulting conclusions to problems connected with educational decisions. It is crucial for the process of data-based decision making and–corresponding to the consecutive phases–defined as the conglomeration of different facets of competence, including information literacy, statistical literacy, and evidencebased reasoning. However, the engagement with research in educational contexts appears to have some difficulties. This is even more remarkable as the state of knowledge about actual teacher competency levels remains unsatisfactory, even though test instruments for assessing research literacy have been developed in recent years. This paper addresses the question of whether such a test developed in the specific context of German study programs in (teacher) education can be applied to other national contexts, in this case to Austrian teacher education. An investigation of the construct validity under consideration of the psychometric structure and group differences on item level is necessary for ensuring the fairness of cross-national comparisons. Based on multidimensional item response theory models, samples from Germany (n = 1360 students, 6 universities) and Austria (n = 295 students, 2 universities) are investigated in terms of measurement invariance between the two countries. A comparable psychometric structure and at least partial measurement invariance with no particular advantage for either sample could be demonstrated. This is an indication that the presented test instrument can be validly applied to assess the research literacy of teacher training students in both countries.
Rights:
unknown

3. Benefits of a small research study for the teacher education at a university of applied sciences: a case study

Creator:
Hellemans, Lieveke and Haesen, Stefan
Format:
text/pdf
Type:
Article
Subject:
research-teaching nexus, science education, teacher education, and Educational Sciences
Language:
English
Description:
At a university of applied sciences, the obstacles to doing research are time, support, and the lack of a research tradition. It is therefore important to obtain as much as possible from the research studies that can be implemented. This article describes the benefits that could be obtained from a small study called Inclu-S-ed. In this study, the effect of an inquiry-based learning (IBL) science course on the knowledge and motivation of 11–12-year-old pupils in a culturally diverse primary classroom was investigated. Although the results of this study were rather limited, several benefits for teacher education could be obtained at various levels: (1) the IBL science course developed in the study is now used as a professional development course for in- -service primary teachers and is embedded into the curriculum of pre-service primary teacher education, (2) Inclu-S-ed was the basis for two new research studies, and (3) participating in Inclu-S-ed represented professional development for the lecturers involved.
Rights:
unknown

4. Bridging the gap between theory and practice with design-based action research

Creator:
Nijhawan, Subin
Format:
text/pdf
Type:
Article
Subject:
design-based research, action research, mētis, pragmatism, teacher education, educational reforms, and Educational Sciences
Language:
English
Description:
This article proposes design-based action research as an addendum to large-scale educational research. Placing design-based research together with teachers' action research into one single method, this study takes a pragmatic approach in accordance with Dewey's (1938) philosophy on democratic change in education. Its participatory methodological framework includes stakeholders directly into the discourse about educational improvements and reforms. To make my claims substantial, I will elucidate why teachers' practical knowledge is of paramount importance for bridging the well-known gap between theory and practice. I will exemplify the constructed method with a research project exploring the potential of The Simpsons for bilingual Politics & Economics classes. I will argue that the overall approach I offer makes practical knowledge become scientific. Additionally, considerations for including design-based action research as a methodological pathway into teacher education are mentioned.
Rights:
unknown

5. Cesta k učitelství v socialistickém Československu pohledem pamětníků

Creator:
Zounek, Jiří, Šimáně, Michal, and Knotová, Dana
Format:
text/pdf
Type:
Article
Subject:
vzdělávání učitelů, socialistické Československo, komunistická ideologie, metoda orální historie, teacher education, socialist Czechoslovakia, communist ideology, oral history method, and Educational Sciences
Language:
Czech
Description:
Autoři se ve své studii zaměřují na učitele základních škol a jejich cestu k profesi učitele v socialistickém Československu. Jejím hlavním cílem je prohloubení a doplnění dosavadních poznatků o studiu učitelství. V textu autoři odpovídají na tři otázky: Co předcházelo studiu učitelství? Jak učitelé reflektují svoji pregraduální přípravu? Jak se promítla do jejich studia tehdejší ideologie? Hlavní metodou sběru dat byla metoda orální historie a rovněž studium archivních pramenů a legislativních dokumentů. Autoři popisují a vysvětlují motivaci ke studiu učitelství, ale také různé podoby přijímání ke studiu i důvody k nepřijetí. V další části jsou vysvětleny některé konkrétní dopady mnoha nepromyšlených reforem na studium učitelů, dále je popsána problematika praxí i tzv. ideologická výchova. and The authors focus on primary school teachers and their journey to the teaching profession in socialist Czechoslovakia. The main objective of this article is to deepen knowledge about the teachers' education. The authors answer three questions in this text: What preceded the study of teaching? How do the teachers reflect their undergraduate training? How is socialist ideology reflected in their studies? The main methods of data collection were the oral history method and the study of archival sources and legislative documents. The authors describe and explain teachers' motivations to major in teaching and explore various forms of admissions to studies and reasons for rejection. The next part of the text explains some specific effects of many unpremeditated reforms on teacher education; it describes issues related to teaching practice and to "ideological" education.
Rights:
unknown

6. Head' and 'heart' work : re-appraising the place of theory in the 'academic dimension' of pre-service teacher education in England

Creator:
Orchard, Janet, Kelly, Lucy, and Winstanley, Carrie
Format:
text/pdf
Type:
Article
Subject:
theory, practice, critical reflection, teacher education, England, and Educational Sciences
Language:
English
Description:
This paper reflects on the needs of early career, pre-service and newly qualified teachers (NQTs) in the English education system, specifically the contested place of what we term the academic dimension within their pre-service professional formation. This largely theoretical paper begins with a philosophical review of an established debate concerning the relationship between theory, research, and professional knowledge in teaching, arguing that the discussion is irreducibly normative. Hogan's notion of teaching as "heart work" is extended to include "head work" and the case made for teachers developing a conceptual map as part of their professional formation to guide them in making good judgements in classrooms. From this, a pedagogical problem follows, in developing new approaches to engage teachers with theory given this is relatively absent in the English context. Four themes are identified from a brief review of existing studies concerned with engaging teachers in the academic dimension of pre-service teacher education which we relate to illustrative comments we have gathered informally from our own students which suggest they may appreciate the value of critical reflection on practice promoted by universities more than some policy makers in this context recognise. We conclude by suggesting ways in which one innovation in ITE in England with which we have been involved, Philosophy for Teachers (P4T), integrates the academic dimension and developing practice which relate to the four themes found in the review of existing literature, while focused on educational theory specifically. P4T fosters, we maintain, characteristically humanistic and relational reflection that is otherwise under-represented in professional formation for pre-and in-service teachers in England.
Rights:
unknown

7. Kurzy Otevřené vědy Akademie věd ČR: most mezi školou a vědou

Format:
bez média and svazek
Type:
article, text, články, journal articles, model:article, and TEXT
Subject:
Školství (organizace), Otevřená věda (projekt), Akademie věd České republiky, biologie, vzdělávání učitelů, studium a výuka, předmětová didaktika, biology, teacher education, study and teaching, teaching school subjects, metodické hodiny, výuka biologie, propagace vědy, 22, and 371
Language:
Czech
Description:
Petra Jirásková a kolektiv autorů.
Rights:
http://creativecommons.org/licenses/by-nc-sa/4.0/ and policy:public

9. Looking at two sides of the same coin: phenomenologically oriented vignette research and its implications for teaching and learning

Creator:
Schratz, Michael, Schwarz, Johanna F., and Westfall-Greiter, Tanja
Format:
text/pdf
Type:
Article
Subject:
vignette research, phenomenology, learning, lived experience, attribution, teacher education, and Educational Sciences
Language:
English
Description:
This contribution provides insights into learning research conducted at the University of Innsbruck, Austria, where vignette research was developed in a grant-funded project still in progress. It has been designed to gain access to students' learning experiences in the classroom as they occur rather than measuring learning by its outcome. The authors frame the research need out of which this lived experience methodology developed and describe its theoretical foundations in phenomenology. The vignette research is illustrated by a hermeneutic phenomenological vignette reading which explores the impact that explicit and implicit ascriptions have on children's learning as well as on the pedagogical practice of the teacher. The significance of the Innsbruck Vignette Research for research into teaching and learning is presented as well as the relevance of vignette work for teaching and learning and teacher education.
Rights:
unknown

10. Přísliby a výzvy vícemístné etnografie ve výzkumu diverzity v pregraduální učitelské přípravě

Creator:
Obrovská, Jana and Tůma, František
Format:
text/pdf
Type:
Article
Subject:
školní etnografie, vícemístná etnografie, diverzita, učitelské vzdělávání, pedagogický výzkum, school ethnography, multi-sited ethnography, diversity, teacher education, educational research, and Educational Sciences
Language:
Czech
Description:
Cílem předkládané teoreticko-metodologické studie je 1) představit základní charakteristiky školní etnografie a její aplikace v českém pedagogickém výzkumu; 2) shrnout teoretická východiska a analyzovat přístupy k výzkumu diverzity v pregraduální učitelské přípravě; 3) diskutovat o potenciálu tzv. vícemístné etnografie. Vyvozujeme, že vícemístná etnografie představuje vhodný výzkumný design pro zkoumání diverzity v pregraduální učitelské přípravě, protože zdůrazňuje potřebu propojení a kontrastování poznatků z různých zkoumaných prostředí. Je tedy možné integrovat poznatky jak z prostředí vysokoškolské výuky, kde jsou studenti a studentky učitelství připravováni, tak z prostředí škol, kam jsou umisťováni na praxe. Studie tak přispívá k teoretické a metodologické diskusi v pedagogice. and The aims of the present theoretical and methodological study are 1) to introduce the characteristics of school ethnography and its applications in Czech educational research, 2) to summarize the theoretical background and analyze different approaches for investigating diversity in pre-service teacher education, and 3) to discuss the potential of multi-sited ethnography. We conclude that multi-sited ethnography represents a research design that is suitable for investigating diversity in pre-service teacher education as it emphasizes the need for interconnecting and contrasting findings from various sites under scrutiny. It follows that findings from both higher education classes, where student-teachers are educated, and schools, where student-teachers are placed to do their teaching practice, can be integrated. Thus, the study contributes to theoretical and methodological discussions in educational sciences.
Rights:
unknown