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Die aktuellen Diskussionen um die Fachspezifität von Unterrichtsqualität und die Erweiterung der Basisdimensionen für Unterrichtsqualität sind aus unserer Perspektive zeitgemäß, qualitätsvoll und lassen einen großen Mehrwert für die Unterrichtsforschung erwarten. Mit Bezug zu einem gemeinsamen Forschungsprojekt zur Optimierung von Videoartefakten für die Lehrer*innenbildung wird in unserem Beitrag herausgearbeitet, dass Unterrichtsqualität vor allem von den im Unterrichtsprozess umgesetzten Lehr- und Lernaktivitäten abhängt. Angehende Lehrpersonen sollten zwischen qualitätsvollen und weniger qualitätsvollen Lehr‑/Lernaktivitäten unterscheiden können. Wir plädieren für die verstärkte forschungsbezogene Entwicklung von Unterrichtsartefakten, anhand derer das optimale Zusammenwirken fachspezifischer und fächerübergreifender Unterrichtsmerkmale modelliert und empirisch geprüft werden kann. Über einen solchen Ansatz ließe sich die Frage nach fachspezifischen und fächerübergreifenden Qualitätsmerkmalen auf der Basis konkreter Unterrichtspraktiken weiter klären. Im Ausblick schlagen wir vor, für die Lehrer*innenbildung Standardsituationen für Qualitätsmerkmale von Fachunterricht zu definieren.
Diagnostic competences are an essential facet of teacher competence. Many studies have investigated the quality of teachers’ judgments of students’ competences. However, little is known about the processes that lead to these judgments and about the ways to promote these processes in the early phase of teacher training. The aim of the research project on which we report in this paper was to develop a simulated computer-based environment that allows assessing and promoting the diagnostic processes of prospective teachers. In the simulated environment, ‘virtual third-graders’ solve mathematical problems. Participants are asked to diagnose the students’ competence levels according to a theoretical model, which has been empirically validated. Participants can repeatedly select mathematical problems of varying difficulty levels, assign them to a virtual student, and then receive the student’s written solution. In this paper, we present the conceptualization of the simulated environment. We also report on the results of a pilot study with 91 prospective primary school mathematics teachers to analyze whether the environment allows an assessment of individual differences in diagnostic processes. The majority of participants rated the environment as authentic and as one in which they could become immersed. Overall, participants were fairly accurate in their diagnoses concerning the student’s competence level. However, log data and participants’ written notes indicated that there was large variability in their diagnostic processes. Participants varied greatly in the number of mathematical problems they assigned to a student during their diagnostic process, and in how strongly the difficulty of these problems deviated from the student’s true competence level. Overall, the data suggest that the simulated environment has the potential to assess diagnostic processes in a valid way. We discuss open questions and issues for further development.
For the field of teacher education, a particularly wide discrepancy exists between (1) higher education discourses and policies advocating a wide diffusion of international dimensions, specifically of study-related mobility (such as Erasmus stays abroad), within higher education degree programs; (2) the ideals and demands placed upon teacher education graduates to possess relevant international competences and experiences in view of their role as multipliers and professionals in increasingly multicultural and global societies; and (3) the ground-level practices, as evidenced by comparatively low mobility rates in teacher education degree programs in Europe. The study reverts to the question where this discrepancy is actually produced and how it could be addressed, thereby closing a gap in student mobility and higher education internationalization research on the diffusion barriers at work in the field of teacher education.
The thesis is set in the field of international and comparative education, and pursues a multilevel and contextualized comparative approach, involving two strands of investigation: (1) a theory-based and process-oriented quantitative inquiry into relevant obstacles for eventual participation in study-related mobility among students in teacher education degree programs; (2) and a multilevel (policy, institutions/staff, students) inquiry into the trajectories of internationalization in teacher education, in view of current higher education internationalization models. By linking and contextualizing findings from different levels and investigation strands, the study draws conclusions and gives recommendations on ways to foster study-related mobility in teacher education degree programs. Through the study’s conceptualization of participation in study-related mobility as a process, and through its reflections on strategically managing internationalization, its findings are also relevant to the higher education sector in general.