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21.
Dirk Richter Mareike KunterUta Klusmann Oliver LüdtkeJürgen Baumert 《Teaching and Teacher Education》2011,27(1):116-126
This study examined teachers’ uptake of formal and informal learning opportunities across the career cycle. Analyses were based on data from 1939 German secondary teachers in 198 schools. Results showed that formal learning opportunities (in-service training) were used most frequently by mid-career teachers, whereas informal learning opportunities showed distinct patterns across the teaching career. Specifically, use of professional literature increased with teacher age, but teacher collaboration decreased. Teachers’ work engagement and professional responsibilities were hypothesised to predict changes over the career. However, although these variables partly predicted uptake of learning opportunities, they did not fully explain the age-related differences observed. 相似文献
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ABSTRACT The present study investigated fluid and crystallized intelligence as well as strategic task approaches as potential sources of age-related differences in adult learning performance. Therefore, 45 young and 45 old adults were asked to learn pictured objects. Overall, young participants outperformed old participants in this learning test. However, more than 2/3 of the interindividual variability in learning performance was explained by interindividual differences in fluid intelligence and strategic task approach, with age not being a reliable predictor. Results indicate that personal resources and task approach influence learning performance directly and independently. 相似文献
23.
In the split-attention effect spatial proximity is frequently considered to be pivotal. The transition from a spatially separated to a spatially integrated format not only involves changes in spatial proximity, but commonly necessitates text segmentation and picture labelling as well. In an experimental study, we investigated the influence of spatial proximity, text segmentation, and picture labelling on learning performance. A total of 165 students, divided into five groups, participated in the study. Four of the groups learned from spatially separated texts and pictures in a 2 × 2 design with the factors text segmentation (continuous vs. segmented text) and picture labelling (unlabelled vs. labelled picture). The fifth group learned from a spatially integrated text and picture. Retention and comprehension of the learning material were assessed. Students' working memory capacity and spatial ability were also assessed. The results replicated the split-attention effect with respect to retention only. This effect is attributed mainly to text segmentation and only partially to picture labelling. Spatial integration, however, did not enhance learning. 相似文献
24.
Motivations for choosing teaching as a career: An international comparison using the FIT-Choice scale 总被引：3，自引：0，他引：3
Helen M.G. Watt Paul W. Richardson Uta Klusmann Mareike Kunter Beate Beyer Ulrich Trautwein Jürgen Baumert 《Teaching and Teacher Education》2012
Motivations for preservice teachers' choice of teaching as a career were investigated using the Factors Influencing Teaching Choice scale (FIT-Choice scale; Watt & Richardson, 2007). This scale was initially developed and validated in the Australian context; our study applied it across international samples from Australia, the United States, Germany, and Norway. Support for strong factorial invariance implied the scale functioned similarly, and could fruitfully be employed in different contexts. Sample comparisons revealed that motivations for teaching were more similar than they were different across these samples; whereas, perceptions about the teaching profession tended to reflect country differences. 相似文献
25.
Stichwort: Der Mythos der nordischen Bildungssysteme 总被引：1，自引：0，他引：1
Dr. Mareike Kobarg Univ.-Prof. Manfred Prenzel 《Zeitschrift für Erziehungswissenschaft》2009,12(4):597-615
This paper deals with the question of whether the educational outcomes of the Nordic countries displayed in international comparative studies justify the legendary-status of fair and high-performing Nordic educational systems which is often discussed in Germany. To answer this question, the results of the Nordic countries in the past three surveys of the “Programme for International Student Assessment” (PISA) are presented. The results show that not all of the Nordic countries reach outstanding results in all of the investigated domains. It is only Finland that is always, without exception, found at the top of the international comparison. At the same time, the findings point out that the Nordic countries deal with the social disparities that students bring to school successfully. When considering contextual factors on a school and classroom level, however, the Nordic countries only differ slightly from the OECD average. To conclude, on the basis of the results achieved in the international comparative study PISA, an idealisation of the Nordic educational systems hardly seems justified. 相似文献
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Axinja Hachfeld Adam HahnSascha Schroeder Yvonne Anders Petra StanatMareike Kunter 《Teaching and Teacher Education》2011,27(6):986-996
The article describes the newly developed Teacher Cultural Beliefs Scale (TCBS). The TCBS assesses multicultural and egalitarian beliefs about diversity, both of which reflect favorable attitudes toward immigrant students, but differ with regard to how cultural diversity is believed to be best accommodated in schools. Results from a first study with 433 beginning teachers supported the two-factor structure and the measurement invariance of the scale. Results from a second study with 340 teacher candidates and educational science students showed that proponents of multiculturalism and egalitarianism shared a motivation to control prejudiced reactions, but that they differed in their views on acculturation, prejudices, and authoritarianism. 相似文献
28.
Mareike Landmann 《欧洲师范教育杂志》2013,36(4):413-427
Universities in Germany show an increasing need for specific information on professional demands encountered and addressed by graduates training to become teachers. To provide information on demands and abilities in teaching graduates, a specialised teacher module was developed in the framework of the German Cooperation Project for Graduate Tracer Studies (KOAB, INCHER Kassel). The scale operationalises a model of teacher action based on guidelines published by the Standing Conference of the Ministers of Education (KMK 2004; 2000). To test validity of the 40-item-strong scale, a confirmatory factor analysis (CFA, AMOS) was conducted. Analyses are based on a sample of 937 teachers in training who graduated from the universities of Cologne and Münster, North Rhine-Westphalia, between 1 October 2007 and 30 September 2008. Overall, the results of the first analyses emphasise the scale’s potential to provide insight into the demands for which students should be prepared by their teaching studies. 相似文献
29.
Hendrik Lohse-Bossenz Olga Kunina-Habenicht Mareike Kunter 《European Journal of Psychology of Education - EJPE》2013,28(4):1543-1565
The aim of this study is to identify psychological topics within the areas of learning, development, and assessment that are especially important for teachers and should be included in the university teacher education curriculum. Based on the observation that teacher educators in psychology often face the challenge of having to select certain topics from a large body of possible content, at the risk of causing large variation of knowledge between teachers, we asked 48 experts from different fields of teacher education (psychologists, non-psychologists at university, and educators from the induction phase) to evaluate psychological topics with respect to their importance to teaching. In the following two rounds (Delphi method), experts selected topics which they felt should be taught at university. Although differences existed at the beginning, a ranking of topics was obtained. Further, we explored the way experts with different backgrounds achieved consensus to support the validity and acceptance of the results. Concluding, we discuss the usefulness of the results with a focus on the acquisition of psychological knowledge for teachers and to foster the position of educational psychology within teacher education. 相似文献
30.
Rosa Scherer Mareike Tarazona Horst Weishaupt 《Zeitschrift für Erziehungswissenschaft》2013,16(3):159-179
Previous research findings suggest that school types differ in terms of their extracurricular art-aesthetic offers and that at “Gymnasien” (grammar schools) and “Comprehensive Schools” conditions for art-aesthetic education are particularly favorable. Furthermore, at all-day schools they seem to be more favorable than at other schools. To see whether these findings can be confirmed and differences between school types can be found even after controlling for relevant school characteristics, a nationwide representative survey of school leaders at state schools was analyzed. Three dimensions of art-aesthetic education were examined: extracurricular art-aesthetic offers, cooperation with out-of-school cultural institutions and, finally, school profiles. The results allow for a differentiation and complementation of former findings concerning the specific conditions at different school types regarding the advancement of art-aesthetic experiences, because characteristics such as all-day-school organization, school size or resources were considered. 相似文献