Spannungsfeld Polyvalenz in der Lehrerbildung     

Dr. Johannes Bauer  Dr. Uta Diercks  Prof. Dr. Jan Retelsdorf  Dr. Tabea Kauper  Dr. Friederike Zimmermann  Prof. Dr. Olaf K?ller  Dr. Jens M?ller  Prof. Dr. Manfred Prenzel 《Zeitschrift für Erziehungswissenschaft》2011,14(4):629-649

The Bologna Process of higher education reform has led to a vast array of different programs of study in German teacher training. In this article, we firstly analyze the implementation of Bachelor programs in teacher training, comparing profession-oriented programs (i.e. those aiming to train students for the teaching profession from the beginning of studies) to polyvalent programs (i.e. those aiming at broad qualifications and including a late decision to become a teacher). Secondly, we investigate whether students enrolled in these study programs differ systematically in their subjective certainty about their career choice. To answer these questions, we analyze portfolios of documents related to teacher training programs from nine German universities that prepare students for teaching in the academic track. Additionally, we analyze data from N?=?2585 Bachelor and N?=?928 Master degree students. We found that most programs, even when they espouse polyvalence, require an early decision to become a teacher. Moreover, our data confirm findings from earlier studies indicating that student teachers are highly certain about their career choice from the very beginning, with students in polyvalent programs being slightly less certain than those in profession-oriented programs (d?=?0.32).  相似文献   

Classroom action research on formative assessment in a context-based chemistry course     

Johannes Vogelzang  Wilfried F. Admiraal 《Educational Action Research》2017,25(1):155-166

Context-based science courses stimulate students to reconstruct the information presented by connecting to their prior knowledge and experiences. However, students need support. Formative assessments inform both teacher and students about students’ knowledge deficiencies and misconceptions and how students can be supported. Research on formative assessments suggests a positive impact on students’ science achievement, although its success depends on how the formative assessment is implemented in class. The aim of this study was to provide insights into the effects of formative assessments on achievement during a context-based chemistry course on lactic acid. In a classroom action research setting, a pre-test/post-test control group design with switching replications was applied. Student achievement was measured in two pre-tests, two post-tests and a retention test. Participants were Grade 9 students from one secondary school in the Netherlands. Repeated-measures analysis showed a significant effect of formative assessments on students’ achievement. During the implementation of the formative assessments, intriguing discussions emerged between students, between students and teacher, and between teachers. Adding formative assessments to context-based approaches reinforces their strength to meet with the current challenges of chemistry education. Formative assessments affect students’ achievement positively and stimulate feedback between students and teacher(s).  相似文献   

4. Ingrid Lohmann/Rainer Rilling (Hrsg.): Die verkaufte Bildung. Kritik und Kontroversen zur Kommerzialisierung von Schule, Weiterbildung. Erziehung und Wissenschaftst     

Johannes Bellmann 《Zeitschrift für Erziehungswissenschaft》2002,5(2):350-353

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Die moralischen Rechte von Kindern     

Johannes Giesinger 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,53(1):73-91

THE MORAL RIGHTS OF CHILDREN – Most people today believe that children should be accorded legal or moral rights. In the course of the past few decades, however, objections to this view have been repeatedly raised. According to one objection, it is inappropriate for children to be the bearers of rights. Another group of objectors say that children’s interests are not being served if rights are allocated to them. This paper acknowledges that rights alone are not enough to protect children’s basic needs and interests in full. It is therefore inappropriate to resort to exclusively rights-based language when referring to the relationship between parents and children. Nevertheless, as this paper argues, it is advisable to provide children with moral rights. In response to the initial objection, a concept of rights is put forward which enables children, like adults, to be considered as the bearers of rights.

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Zusammenfassung Es ist heute selbstverst?ndlich, Kindern legale oder moralische Rechte zuzuschreiben. Gegen den breit abgestützten Konsens in dieser Frage sind in den vergangenen Jahrzehnten jedoch immer wieder Einw?nde laut geworden. Nach einem ersten Einwand sind Kinder als Tr?ger von Rechten ungeeignet. Eine zweite Gruppe von Einw?nden besagt, dass den Belangen von Kindern nicht gedient ist, wenn ihnen Rechte zugeschrieben werden. In diesem Aufsatz wird einger?umt, dass durch Rechte nicht alle grundlegenden Bedürfnisse oder Interessen von Kindern geschützt werden k?nnen. Es ist deshalb unangemessen, in Bezug auf die Eltern-Kind-Beziehung ausschlie?lich die Sprache der Rechte zu verwenden. Trotzdem, so die hier vertretene These, ist es sinnvoll, Kinder mit moralischen Rechten auszustatten. Als Reaktion auf den ersten Einwand wird ein Verst?ndnis von Rechten vorgeschlagen, das es erlaubt, auch Kinder als Tr?ger von Rechten zu sehen.

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Resumen LOS DERECHOS MORALES DE LOS NI?OS – Hoy en día, el reconocimiento de los derechos legales o morales de los ni?os es algo sobreentendido. Sin embargo, y contrariamente al consenso general que los apoya, siempre se han vuelto a plantear cuestionamientos en cuanto a esta temática durante los últimos decenios. Hay quienes argumentan que los ni?os no son adecuados como sujetos de derecho, y un segundo grupo de objetores opinan que el hecho de reconocer derechos para los ni?os no sirve a los intereses infantiles. En este trabajo se admite que los derechos no pueden proteger la totalidad de los intereses o necesidades de los ni?os, y que por eso es inadecuado utilizar solamente el lenguaje de derecho con respecto a las relaciones paterno-filiales. No obstante, según la tesis de este trabajo, es razonable que a los ni?os se les confieran derechos morales. Como reacción a la primera objeción, se propone un concepto de derecho que permita reconocer también a los ni?os como sujetos de derecho.

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Résumé LES DROITS MORAUX DES ENFANTS – La plupart des gens croient aujourd’hui que l’on devrait accorder des droits légaux ou moraux aux enfants. Au cours des dernières décennies, cependant, il y eut plusieurs objections formulées à cette vision des choses. Selon une objection, il ne convient pas que les enfants soient les sujets des droits. Un autre groupe d’objecteurs dit que les intérêts des enfants ne sont pas servis si on leur assigne des droits. Cet article reconna?t que les droits ne suffisent pas pour protéger complètement les besoins et les intérêts fondamentaux des enfants. Il est donc impropre de recourir au language exclusivement légal pour en référer au rapport entre les parents et les enfants. Néanmoins, ainsi que cet article le soutient, il est recommandé de fournir aux enfants des droits moraux. En réponse à l’objection initiale, on propose un concept de droits permettant aux enfants d’être considérés comme sujets des droits, comme des adultes.

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Der Autor Johannes Giesinger, Dr. phil., geboren 1972, Studium der Philosophie und P?dagogik an der Universit?t Zürich. T?tigkeit als Gymnasiallehrer für Philosophie. Promotion (2005) mit einer Arbeit zur Frage des p?dagogischen Paternalismus. Publikationst?tigkeit in den Bereichen Philosophiedidaktik und Bildungsphilosophie. Adresse: St.Georgenstrasse 181a, CH-9011 St. Gallen. E-mail: giesinger@st.gallen.ch  相似文献   

Acquiring Clinical Knowledge from an Online Video Platform: A Randomized Controlled Experiment on the Relevance of Integrating Anatomical Information and Clinical Practice     

Johannes Grosser  Martina Bientzle  Thomas Shiozawa  Bernhard Hirt  Joachim Kimmerle 《Anatomical sciences education》2019,12(5):478-484

Basic subjects in medical education, such as anatomy, are often taught through teaching formats that do not always sufficiently demonstrate the relevance of this basic information for clinical practice. Accordingly, it is a recent trend in anatomy education to link anatomical information more explicitly to clinical practice. This article presents an online video platform (Tuebingen’s Sectio Chirurgica [TSC]) as one means of explicitly integrating preclinical anatomical knowledge and clinical application. The purpose of the study presented here was to examine the effects of videos through which medical students were educated about Anterior Cruciate Ligament reconstruction. A TSC video about this surgical procedure was compared to a video with a traditional lecture providing the identical information. Participants (n = 114) perceived the TSC video to be superior in comprehensibility of the presentation (P = 0.003) and conceivability of the surgical procedure (P = 0.027), and to be more entertaining (P < 0.001). Moreover, participants in the TSC condition acquired more clinical knowledge than in the lecture condition (P = 0.043) but did not differ in their acquisition of anatomical knowledge. Mediation analyses indicated that the effect on the acquisition of clinical knowledge was mediated by comprehensibility, conceivability, and entertainment. These findings are discussed regarding their implications for medical education in terms of contributing to the general trend of linking preclinical anatomical knowledge to clinical application. A discussion about the limitations of the study and suggestions for future research are also provided.  相似文献   

Using students’ feedback for teacher education: measurement invariance across pre-service teacher-rated and student-rated aspects of quality of teaching     

Georg Krammer  Barbara Pflanzl  Johannes Mayr 《Assessment & Evaluation in Higher Education》2019,44(4):596-609

Comparing self-perceived quality of teaching to students’ perception can be used in higher education to improve the quality of teaching of pre-service teachers in teacher education. However, comparing these measurements from different perspectives is only meaningful if the same constructs are being measured. To shed light on this comparison’s meaningfulness, we scrutinised whether aspects of quality of teaching are measured in the same way across pre-service teachers and their students by means of measurement invariance analyses. To do so, 272 pre-service teachers in teacher education rated aspects of their quality of teaching, and were rated by their 4851 students. Measurement invariance across these perspectives was tested in multilevel structural equation models. Strong measurement invariance held for two aspects of quality of teaching; for the third, one item lacked weak measurement invariance. Pre-service teachers perceived their quality of teaching lower than their students. In conclusion, aspects of quality of teaching can be compared across perspectives, and teacher education should encourage pre-service teachers to use students’ feedback as a valuable resource for improving their quality of teaching.  相似文献   

Respect in Education     

Johannes Giesinger 《Journal of Philosophy of Education》2012,46(1):100-112

This article discusses the educational significance of the moral demand for respect. In Ethics and Education, Richard Peters presents a conception of educational respect that was recently taken up by Krassimir Stojanov. This article responds to both Peters' and Stojanov's contributions and proposes another understanding of educational respect: to respect children is to treat them in a way that enables them to see themselves as persons endowed with dignity; that is, as having the equal standing to make claims on others.  相似文献   

Kinematic differences of elite and high-performance tennis players in the cross court and down the line forehand   总被引：1，自引：0，他引：1  

Landlinger J  Lindinger SJ  Stöggl T  Wagner H  Müller E 《Sports biomechanics / International Society of Biomechanics in Sports》2010,9(4):280-295

This study identified and compared the full body kinematics of different skill levels in the forehand groundstroke when balls were hit cross court and down the line. Forty-three three-dimensional retroreflective marker trajectories of six elite and seven high-performance players were recorded using an eight-camera 400 Hz, Vicon motion analysis system. The six highest horizontal velocity forehands with reliable kinematics of all participants were analysed for each specific situation (a total of 156 analysed shots). Significant differences (p < 0.01) and large effect sizes were observed between elite and high-performance players in linear velocity of the shoulder (2.0 vs. 1.2 m/s), angular velocity of the pelvis (295 vs. 168 degrees/s), and angular velocity of the upper trunk (453 vs. 292 degrees/s) at impact. The elite group showed a tendency towards higher racquet velocities at impact (p < 0.05). No significant differences were found in angular displacement of the racquet, hip alignment, or shoulder alignment at the completion of the backswing; nor did angular displacement vary significantly at impact. Irrespective of the group, different shoulder, hip, and racquet angles were found at impact, depending on the situation. The results should assist coaches when striving to improve their players' forehand.  相似文献   

Multiplying the origins of mass schooling: an analysis of the preconditions common to schooling and the school building process in Sweden, 1840–1900     

Johannes Westberg 《History of education》2015,44(4):415-436

The emergence of mass schooling is undoubtedly one of the most significant transformations that took place during the eighteenth and nineteenth centuries. This article takes a new approach to this fundamental issue by analysing the historical conditions required for the construction of school buildings and the advent of mass schooling, in the 1840–1900 period. Using the school building process as a point of departure, the growth of schooling is tied not only to well-known factors such as industrialisation, state formation processes and the decentralisation of school systems, but also to the expansion of the market economy, modernisation of the credit market, liberalisation of the real property market, changes in local tax systems, and the expansion of the building materials market. Thus, a broader and largely novel explanation of the emergence of mass schooling is accomplished.  相似文献   

Reconciling Political and Economic Goals in the Net Neutrality Debate     

Johannes M. Bauer  Jonathan A. Obar 《The Information Society》2014,30(1):1-19

The net neutrality debate is one of several sites of struggles to adapt and redefine rights and obligations of stakeholders in the Internet-centric communications system. Its outcomes will shape the future of the Internet and influence the level and distribution of its benefits. We identify key values that drive the net neutrality discussion and examine the governance mechanisms proposed to achieve these objectives. We find that there is no single policy instrument that allows realization of the range of valued political and economic objectives simultaneously. Contrary to some of the claims advanced in the current debate, safeguarding multiple goals requires a combination of instruments that will likely involve government and nongovernment measures. Furthermore, promoting goals such as the freedom of speech, political participation, investment, and innovation calls for complementary policies.  相似文献