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Lehrerbildung und Praxiserfahrung im ersten Berufsjahr und ihre Wirkung auf die Unterrichtskompetenzen von Studierenden und jungen Lehrpersonen im Berufseinstieg |
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| Authors: | Prof Dr Matthias Baer MBA Mirjam Kocher Corinne Wyss Titus Guldimann Susanna Larcher Günter Dörr |
| Institution: | 1. Forschung und Entwicklung, P?dagogische Hochschule/Universit?t Zürich, R?mistrasse 59, 8090, Zürich, Schweiz 2. Forschung und Entwicklung, P?dagogische Hochschule Zürich, Waltersbachstrasse 5, 8090, Zürich, Schweiz 3. Kompetenzzentrum Forschung und Entwicklung, P?dagogische Hochschule des Kantons St. Gallen, Müller-Friedbergstrasse 34, 9400, Rorschach, Schweiz 4. Weiterbildung, P?dagogische Hochschule Zürich, Birchstrasse 95, 8090, Zürich, Schweiz 5. Landesinstitut für Pr?ventives Handeln, Hanspeter-Hellenthal-Strasse 68, 66386, St. Ingbert, Deutschland |
| Abstract: | This contribution looks at the competency development during teacher training and entry into work. The multi-perspective research design makes it possible to collate data at five stages within this transition process: at the start (t1), in the middle (t2) and on completion (t3) of teacher training for primary school level (year 1–6) student teachers in two education colleges in Switzerland, as well as novice teachers at the start (t4) and on competition (t5) of their first year of work. The data covers eleven topic areas. This paper will present findings of data analysis for two of these topic areas for all five stages of measurement: (a) knowledge of lesson planning was captured using case vignettes and (b) teaching practice during the study program and in the first year of work was recorded on video. The same data was collated from the teaching staff involved in the practical training of the student teachers. The statements on the case vignettes were studied using content-analysis. The lesson videos were analyzed using low-inference coding for the visible occurrences during teaching and with a high-inference rating on the quality of the lessons. The results, including those for a comparison of student teachers and novice teachers with practical teacher training staff, give insights into the effectiveness of teacher training and the impact of practical experience in the first year of work on knowledge of how to plan lessons and on the form and quality of teaching. Overall, the new training at both education colleges can be given a pleasingly positive appraisal in terms of professionalization. It is, however, also possible to recognize where and to what extent a need for further developing the standard of professionalization of teaching still exists. |
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