Authors: Marlies Matischek-Jauk Katharina Heissenberger Gerda Kernbichler Sabine Reissner & Clara Obrecht
University College of Teacher Education Styria, Austria www.phst.at Contact:
[email protected]
Introduction & Aim
ECER 2018 Bolzano, Italy
4.-7. September
Results: Motives for choosing topics
During the past decade, the development of teacher students’ research competences has become an important issue in teacher training (Haberfellner, 2016). Teacher educators are asked to enable a way of learning that is both science-oriented as well as based on the complexity of teaching practices (Kraus, 2015).
Content analysis (inductive catagory development) of students’ motives led to 7 main categories and 377 identified codings.
Our research is based on the assumption that a research oriented attitude promoting professionalization processes can be developed in the frame of action research projects within teacher students’ internships (Burns, 2010). Furthermore, the PPS-PR concept (Personalized Professionalization in Pedagogical Fields through Practitioner Research) is based on the approaches of empowerment in internships (Arnold et al., 2011), the approach of personalized learning (Schratz & Westfall-Greiter, 2010), subjective relevance (Seyfried & Seel, 2005), practitioner research (Fichten & Meyer, 2015; Altrichter & Posch, 2007) and aims to develop reflection, teaching and research competence.
40,3%
Our explorative study investigates the effects of this concept from the perspective of teacher students and teacher educators by using quantitative and qualitative methods. This poster presentation emphasizes the point of view of teacher students.
31,3%
Research questions: Which competences (professional, methodical, social, personal competences) are considered by students when choosing their subject-related topics? What makes students chose an individual topic for a research project (motives)?
10,1%
Development: 40 % of all mentioned motives referred to personal interest, improvement of teaching and personal development. e.g. “I wanted to learn how to preserve my voice” (IV 52) Specific classroom setting: 31% of motives wer e a consequence of classroom observations. e.g. “It was always noisy in the beginning of the lessons” (V 63) Specific promotion of pupils: 10 % of motives showed that the students wanted to promote their pupils. e.g. “I want to foster a positive learning community” (III 98)
Design & Sample Students of semesters 3, 4, and 5 (n=312) participated in this research study in the academic year 2015/16. Their internship contains observation of lessons , weekly practical school training and 3 meetings at the University College . Students conducted practitioner research projects in semesters 3, 4 and 5. They were asked in meeting 1 to choose a subjective relevant research topic with focus on their professional development. In meeting 2 they proceeded by working on a specific action idea and how to conduct a research project to examine effects of their actions in class. They used at least one research method before and right after the action was carried out. In meeting 3 results and learning outcomes were presented and transfer processes initialized.
Implementation of PPS-PR per semester
1
European Educational Research Association
8,2%
Appropriate topic for the class
4,2%
Reflection of teaching
4,0%
Recommendation
1,9%
Connection to Bachelor Thesis
Students of semester: 3, 4 and 5 (n=312) / practicum-advisors (n=17)
2
The majority of respondents focus on improvement of methodical competences, i.e. teaching improvement. The analysis of motives shows that personal development and improvement of teaching are the primary motives for topic choice.
3
Observation
4
Sc ho o l i nte r ns hi p
meeting 1 selection of topic
4
Action
1 day/week
meeting 2 action idea design
4
meeting 3 presentation transfer
Results: Competence classes of chosen topic 100%
The students chose research topics that can be assigned to all competence classes.
75%
25%
semester 3 semester 4 semester 5
methodical competence 66,0% 76,3% 85,7%
personal competence 18,0% 13,2% 3,1% semester 3
References:
Conclusion
The Students chose topics concerning different competence classes, but primarily out of the field of methodical competence. Topics of the category personal and social competence are chosen less frequently. The fewest amount of statements was assigned to the category professional competence.
The students mentioned a lot of different motives. Personal development and improvement of teaching were stated mostly.
Further results show, that students reported short term and long term profits from conducting research projects during their internships. Therefore it can be assumed that project “Personalized Professionalization in Pedagogical Fields trough Practitioner Research” could contribute to foster teachers students’ professionalization.
Research in the field of methodgical competence was planned and carried out most frequently in all semesters.
50%
0%
While research competences and reflective skills are highlighted in curriculums and literature (Haberfellner, 2016) – teacher students seem to lack motivation to work on these aspects.
semester 4
social competence 11,0% 7,0% 7,1% semester 5
professional competence 5,0% 3,5% 7,1%
Moreover, students used quantitative (22 %) as well as qualitative research methods (78 %) wihin their action research projects. Higher semester students combined both approaches more frequently although only one was required.
Altrichter, H. &, P. Posch (2007). Lehrerinnen und Lehrer erforschen ihren Unterricht. Bad Heilbrunn: Waxmann. Arnold, K.H. , T. Hascher, R. Messner, A. Niggli, &, J.L. Party (2011). Empowerment im Schulpraktikum. Bad Heilbrunn: Klinkhardt. Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. Suffolk: Taylor & Francis. Fichten, W. & Meyer, H. (2014). Skizze einer Theorie forschenden Lernens in der Lehrer_innenbildung. In E. Feyerer, K. Hirschenhauser & K. Soukup-Altrichter (Hrsg.), Last oder Lust? Forschung und Lehrer_innenbildung (S. 11–42). Bad Heilbrunn: Waxmann. Haberfellner, C. (2016). Der Nutzen von Forschungskompetenz im Lehramt: Eine Einschätzung aus der Sicht von Studierenden der Pädagogischen Hochschulen in Österreich. Bad Heilbrunn: Klinkhardt. Kraus, A. (2015). Scholarly Principles in Teacher Education: W hat Kind of Science Serves a Practice-Oriented Teacher Education? Münster: Waxmann. Fielding, M. (2001). Taking Education seriously. London: Routledge. Schratz, M., &, T. Westfall-Greiter (2010). Das Dilemma der Individualsierungsdidaktik. Plädoyer für personalisiertes Lernen in der Schule. Journal für Schulentwicklung, 1, 18-30. Picture: Grössler/PHSt
