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Context: This study investigates the perspective of vocational educators on the possibility of adopting augmented reality (AR) and hypervideo (HV) technologies to support their teaching practice. Vocational education and training (VET) is particularly concerned with the learning of resources (knowledge, skills and attitudes) that are immediately transposable into conduct and procedures in the workplace. AR and HV can provide means to answer this requirement, but both technological solutions are still not so diffused in VET. The purpose of this study is to inquire into the perception of educators on the main advantages and disadvantages of using AR and HV to support teaching-and-learning. Methods: A semi-structured interview protocol has been proposed to 73 teachers, intercompany trainers and in-company trainers in 10 professions (at least two per category within each profession). The interview was organized in two main steps: A need analysis, in which the most important and difficult operative skills are identified for the interviewee's profession; and a discussion of advantages and disadvantages of AR and HV. Content analysis was applied to the interview transcriptions. Results: The results show that the main advantages reported in the literature for the two technologies – such as the ability to switch between 2D and 3D and carry out simulations – are also found in the VET context by educators. For HV the main technical advantages (such as the use of active points, and non-linear navigation of video content) were autonomously recognised, while the potential of the instrument to support reflection has not been clearly identified. Conclusions: AR and HV are considered as tools able to support apprentices' procedural learning especially with regard to the operational skills which were judged by the educators to be most relevant for VET.

Article reveals the opportunities of introducing mobile learning techniques in the course of collocations, etc. The term ‘Media education’ defines personality development via mass foreign language study in high school. Modern pedagogical technologies, which involve IT-technologies, Internet resources allow teachers to implement personally-customized teaching methods, thereby providing individual and differential teaching approach. Current teaching principles combine explicit and implicit methods. The former one represents the conscious and aware learning whereas the latter technique is to assimilate lexical units subconsciously, i.e. while participating in discussions, listening to live speech patterns, multiple repetition of useful speech media to acquire special communication skills, relevant perception and interpretation, develop creative abilities, critical thinking, analyze and assess media texts, learn different ways of self-expressing via various media techniques. User-friendly interface, modified information presentation are essential factors which facilitate a sophisticated complex educational process, making the study accessible, updated regularly, client-tailored, personalized. The technology of autonomous work with mobile devices is regarded as one of the promising ways for students to overcome the difficulties of learning activities. Mobile learning, based on the principle of guided interactive self-learning using mobile applications, has ample opportunities for activating and intensifying students' independent activities. The analysis of the use of mobile applications for learning a foreign language shows that motivation is an important factor in self-education.

Der Beitrag beschäftigt sich mit der Untersuchung von Sprachpraktiken im Unterricht und fokussiert auf das Konzept bildungssprachlicher Praktiken. Der Schwerpunkt liegt auf ausgewählten Unterrichtssequenzen aus einer videobasierten Unterrichtsstudie, in der bildungssprachförderliches Lehrerhandeln untersucht wird. Die Analysen zeigen, wie die Lehrkräfte aus der Studie ihren Schülerinnen und Schülern eine aktive Teilhabe an bildungssprachlichen Praktiken ermöglichen. (DIPF/Orig.), The paper deals with the study of language practices in the classroom and focuses on the concept of academic discourse practices. The focus is on selected transliterated sequences from a video study examining teaching practices of academic language support. The analysis shows that teachers, both during phases of whole-class work and individual work, offer pupils to participate actively in academic discourse practices. (DIPF/Orig.)

„Lehrer:innen haben kreative Ideen und die individuelle Fähigkeit, den Unterricht im Homeschooling erfolgreich zu gestalten!“ Zu dieser Überzeugung gelangen die Autor:innen. Sie belegen ihre positive Bilanz mit einer Studie, in der sie von Lehrkräften selbst erstellte und in der Praxis erprobte Lernmaterialien aus der Zeit des Homeschoolings während der Corona-Pandemie in den Jahren 2020 und 2021 empirisch analysieren und auswerten. So ergeben sich neben interessanten Ergebnissen hinsichtlich der Gestaltung dieser Materialien abwechslungsreiche und fächerübergreifende Fallbeispiele als Anregungen für den eigenen Unterricht. Die Autor:innen legen dar, welche digitalen Lernangebote den Schüler:innen im Homeschooling gemacht wurden. Die im Buch ausgewählten Fallbeispiele dienen als Inspiration für die eigene Lehr- und Lernsituation. Dabei kann die Lektüre (angehende) Lehrkräfte dabei unterstützen, eigene Ideen zu entwickeln, neue Perspektiven einzunehmen und bereitgestellte Beispiele weiterzudenken.

The article examines the modern capabilities of using digital technologies in the preschool education system. The use of these digital technologies under present-day conditions is simply necessary due to the fact that preschoolers today represent a new generation, for which the use of various gadgets and applications is an everyday routine. It is outlined that the use of digital technologies in the education system and the provision of diversity in teaching methods, changing activities and the development of children’s desire to master virtual tools and teaching methods contributes to increasing children’s interest in the learning process and develops their motivation in educational activities. The article focuses on the relevance of the use of digital storytelling technology in the study of English by preschoolers. The author of the article comes to the conclusion about the effectiveness of this technology, talks about the stages of preparation for the successful implementation and use of storytelling technology in English lessons, and also offers resources that will help teachers to implement the technology in the educational process. The author shows the advantages of using digital storytelling technology, makes recommendations on its combination with other educational technologies in order to ensure the diversity in pedagogical approaches being used as well as to improve the learning of material and maintain the constant cognitive interest of preschoolers in the English language.

Ausgehend von der Feststellung, dass in Praxisphasen der Lehramtsausbildung verschiedene Institutionen gemeinsam an der Umsetzung und Gestaltung von Lerngelegenheiten arbeiten, sich koordinieren und abstimmen müssen, argumentieren Judith Schellenbach-Zell und Ulrike Hartmann, dass Kernpraktiken das Potenzial besitzen, die interinstitutionelle Zusammenarbeit verschiedener Akteur*innengruppen zu erleichtern und für die Studienprogramm- und Curriculaentwicklung produktiv zu machen. (DIPF/Orig.)

Der Beitrag fokussiert auf die Kernpraktik, Schüler*innen beim Erschließen von Fachtexten anzuleiten. Auf Basis des Konzepts Reciprocal Teaching werden instruktionale Aktivitäten beschrieben, welche Lehramtsstudierende erlernen sollen, um dieses Konzept erfolgreich umzusetzen. Der Beitrag vergleicht verschiedene Seminarkonzepte hinsichtlich ihrer Wirkung auf das Wissen über Reciprocal Teaching, die professionelle Wahrnehmung sowie die Ausführung der Kernpraktik. (DIPF/Orig.)

Alexander Gröschner, Elisa Calcagni, Susi Klaß und Florentine Hickethier fragen in ihrem Beitrag, ob das Führen dialogischer Unterrichtsgespräche als Core Practice gelten können und in einem Learning to Teach-Lab an der Universität Jena von Studierenden erlernt werden kann. Sie untersuchen ebenfalls in einem Interventions-Kontrollgruppen-Design, wie die Studierenden mit Hilfe videografierten Unterrichts fremder Lehrpersonen die Elemente dialogischer Gespräche wahrnehmen und analysieren können. (DIPF/Orig.)

Neben einer Begriffsklärung und Abgrenzung des Ansatzes von anderen Konzepten, werden Fragen der Identifizierung und Modellierung von Kernpraktiken behandelt und Strategien zu deren Aufbau dargestellt. Intendiert ist eine Annäherung an das Core-Practice-Konzept mit dem Ziel, Linien zu skizzieren, entlang derer die Erwartungen an diesen Ansatz im Rahmen von Lehrer*innenbildung einzulösen wären. (DIPF/Orig.)

In the modern educational process, teachers adapt lessons to the student’s individual abilities, prior knowledge, interests and social skills. The present study, whose aim is to examine the inclusion of differentiation in literacy lessons in the first and second grades of Slovenian primary schools, was carried out on a smaller scale (N = 79). It aims to determine the views of first- and second-grade primary school teachers on differentiation, and to find out how differentiation takes place in literacy lessons and which factors affect student performance in class. The results show that the inclusion of differentiation in literacy lessons is present in the entire initial literacy teaching process, and that Slovenian teachers undergo regular training and professional development courses in this area, thus contributing to the educational success of students and affecting their personal growth and development. Teachers estimate that the intertwining of individual abilities, family environment, engagement in co-curricular activities and well-developed social skills represents a key factor in student success. It was expected that internal differentiation would be more effective than external differentiation. Surprisingly, however, teachers report that heterogeneous groups do not enhance educational efficiency.

Learning and Instruction, Vol. 60, S. 41-53, Instructional sensitivity is the psychometric capacity of tests or single items of capturing effects of classroom instruction. Yet, current item sensitivity measures’ relationship to (a) actual instruction and (b) overall test sensitivity is rather unclear. The present study aims at closing these gaps by investigating test and item sensitivity to teaching quality, reanalyzing data from a quasi-experimental intervention study in primary school science education (1026 students, 53 classes, Mage?=?8.79 years, SDage?=?0.49, 50% female). We examine (a) the correlation of item sensitivity measures and the potential for cognitive activation in class and (b) consequences for test score interpretation when assembling tests from items varying in their degree of sensitivity to cognitive activation. Our study (a) provides validity evidence that item sensitivity measures may be related to actual classroom instruction and (b) points out that inferences on teaching drawn from test scores may vary due to test composition.

Статья посвящена региональному планированию в сфере высшего образования, так как она в последние десятилетия стала одним из основных направлений развития ведущих стран мира. Основное внимание акцентируется на сравнении систем образования России и США. Проанализированы методики преподавания, выбор специализации и уровни образования. В данной статье рассмотрены основные проблемы функционирования системы высшего образования, а также уделяется внимание понятию и сути регионального планирования. На основании проведенного анализа выделены общие рекомендации для усовершенствования образования в России.

Зроблено порівняльний аналіз постановки статевого виховання в провідних країнах світу. Визначено 4 основні періоди генези статевого виховання, проаналізовано їх особливості, характерні акценти у формуванні компетентностей школярів впродовж кожного з цих періодів. Підкреслено значення сексуальної революції у зміні підходів до вирішення проблем статевого виховання в закладах освіти. Виокремлено різні підходи до змісту, форм та технологій статевого виховання, починаючи від абстинентного, що базується на утриманні від сексуальних стосунків до шлюбу, і закінчуючи радикальним статевим вихованням з домінуванням сексуальної соціалізації. Названо ключову проблему в розробці змісту статевого виховання, а саме: визначення співвідношення вивчення питань сексуальності та ідеї навчання утриманню від дошлюбних статевих контактів. На початку ХХІ ст. спостерігається тенденція заміщення спеціального предмета зі статевого виховання включенням проблем статевого виховання в інші шкільні предмети на основі принципу мультидисциплінарності. Вказано, що реалізація змісту має здійснюватися через використання різноманітних стратегій і технологій навчання: медіа-технологій, відеоінформаційних, інтерактивних і проектних технологій. Обґрунтовано необхідність використання в закладах освіти України окремих елементів зарубіжного досвіду., A comparative analysis of sexual education formation in the leading countries of the world is conducted in the article. Four main periods of sexual education genesis have been distinguished, their features and characteristic emphases in the formation of students’ competences during each of these periods have been analyzed. In particular, one-sided approach to solving the problems of sexual education is shown, namely the emphasis on sexual aspects of it, ignoring the connection of sexuality with marriage and childbirth. The importance of sexual revolution in changing the approaches to solving the problems of sexual education in educational institutions is emphasized. The transformation of moral and family values, the loosening of social control over the pre-marital behavior of young people, the legalization of same-sex love, the separation of sexuality and reproduction, the normalization of unproductive sexuality – these and other realities of life have pushed the governments of many foreign countries to revise the attitude towards the sexual education of schoolchildren. Different approaches to the content, forms and technologies of sexual education, from abstinence from sexual relations before marriage to radical sexual education with the domination of sexual socialization, have been singled out. The key problem in the content of sexual education development, namely the identification of the relationship between the study of the issues of sexuality and the idea of teaching the abstinence from premarital sexual contacts, have been determined. At the beginning of the XXI century a tendency for the replacement of a special subject on sexual education by means of integration of the problems of sexual education into other school subjects based on the principle of multidisciplinarity is observed. The content of sexual education in contemporary pedagogical systems of the West is analyzed, the focus is on issues such as attitudes towards sexuality, the formation of a contraceptive culture of the youth, gender aspects of sexual education, homosexuality, and others. The content should be implemented via the use of a variety of training strategies and technologies, namely, media, interactive technologies, video, project work. The necessity of using certain elements of foreign experience in educational institutions of Ukraine has been substantiated.

Due to the rapid development and advancement within various fields, the scope of knowledge is expanding at a staggering pace. In modern education, experts and teachers makes efforts to eliminate fragmentation of the school curriculum and to modernize the manner of teaching thus optimizing the learning process. In planning art lessons, teachers must adopt an appropriate teaching strategy that enables students to acquire knowledge efficiently and holistically, encouraging the creative solving of art tasks. The present article presents some conclusions of experimental research undertaken to determine the effects of the implementation of a teaching process involving cross-curricular integration. The study involved 274 fifth-grade students and 14 single-class teachers from seven selected Slovenian primary schools. It was found that teachers achieved better learning outcomes by using teaching strategies with cross-curricular integration in sculpting tasks as part of the learning process in art education. The proposed guidelines for teaching art concepts will help teachers to overcome specific obstacles in planning activities for the visual arts learning process, while students will benefit from an increased connection between subjects and integrated knowledge of the visual arts.

Beiträge zur Lehrerinnen- und Lehrerbildung 35 (2017) 3, S. 487-505, Verschiedene Einsatzmöglichkeiten von fachdidaktischen Unterrichtsvignetten in der empirischen Bildungsforschung sowie in der Lehrerinnen- und Lehrerbildung werden vorgestellt. Dabei wird auf die Verwendung von Unterrichtsvignetten als Testaufgaben sowie als Materialien zur Ausbildung professioneller Kompetenzen von (angehenden) Lehrkräften fokussiert. Nach der Darstellung der Konstruktionsprinzipien sowie der Präsentationsformate für Unterrichtsvignetten werden methodische Implikationen zur statistischen Auswertung von vignettenbasierten Testverfahren diskutiert. (DIPF/Orig.), The article summarizes potential applications of vignettes in educational research and teacher education. It focuses on both the use of vignettes for assessing professional skills like pedagogical content knowledge and vignettes as a teaching material. After the presentation of approaches to generating vignettes, methodical implications for statistical analyses of vignettebased tests are discussed.

Zeitschrift für interpretative Schul- und Unterrichtsforschung 6 (2017) 1, S. 68-82, Im fachdidaktischen Diskurs gilt Mündigkeit als ein ebenso konsensfähiges wie interpretationsbedürftiges Leitziel sozialwissenschaftlicher Bildung. Verstanden wird darunter vor allem die Fähigkeit zu eigenständig begründetem politischen Urteilen und Handeln, was die Fähigkeit der sozialen Perspektivübernahme wie der Reflexion handlungsleitender Emotionen mit einschließt. Vor diesem Hintergrund fragt der Beitrag nach den Potenzialen performativer Vollzüge von Perspektivwechseln beim Einsatz handlungsorientierter Methoden im Politikunterricht. Fokussiert wird dabei auf die Bedeutung von Ambiguitätserfahrungen und leibgebundenen Emotionen, die im Sinne des umrissenen Mündigkeitsverständnisses einer Reflexion bedürfen. Unter Rückgriff auf das theaterpädagogische Konzept der Differenzerfahrung des "Dazwischenstehens" wird anhand eines Fallbeispiels exemplarisch herausgearbeitet, wie im performativen Nachvollzug einer sozialen Perspektivenübernahme emotionale Aspekte und Grenzen von Rationalität im Kontext politischer Urteile zugänglich gemacht werden können. (DIPF/Orig.), Within the didactical discourse there is no doubt that the concept of "maturity" (Mündigkeit) is a core principle of civic education. As basic idea this concept includes competencies of autonomous and responsible judgment and participation as well as the ability to change perspectives and to thoroughly reflect on emotions in relation to politics. With this in mind, the article discusses the potentials of performing changes in perspective in the context of action-oriented instruction methods in civics courses. The focus is on experiencing ambiguity and emotions, which call for reflections in order to foster the competency of responsible political judgment. An exemplary case study borrows the concept of "being-in-between" from theatre education to demonstrate how emotions and bounded rationality in politics become evident in performing changes of perspective. (DIPF/Orig.)

The contemporary education process frequently emphasizes the importance of teaching and learning by focusing teaching activities towards research and collaborative work, the encouragement of critical thinking, the creative and productive application of knowledge, an active approach to the teaching content, and solving specific problems in project activities. A survey was conducted on a sample of 220 elementary school teachers from three counties in Croatia (Primorje-Gorski Kotar, Lika-Senj, and Istria) regarding the frequency of implementing project activities that encourage critical thinking in pupils. The objectives of the research were to determine the regularity of implementing project activities at the class level and at the level of the entire school, and to examine possible differences between teachers who estimated regular implementation of project activities in their schools and those who estimated the levels of irregular implementation of project activities, in the application of contemporary work strategies, as well as in the attitudes on the contemporary paradigm of childhood and the education process. The research results showed that the majority of teachers estimated that project activities were carried out regularly at their school (66.5% on a class level and 65% on a school level). Teachers who reported the regular implementation of project activities at the class level and at the school level more frequently applied contemporary work strategies and techniques of critical thinking than The contemporary education process frequently emphasizes the importance of teaching and learning by focusing teaching activities towards research and collaborative work, the encouragement of critical thinking, the creative and productive application of knowledge, an active approach to the teaching content, and solving specific problems in project activities. A survey was conducted on a sample of 220 elementary school teachers from three counties in Croatia (Primorje-Gorski Kotar, Lika-Senj, and Istria) regarding the frequency of implementing project activities that encourage critical thinking in pupils. The objectives of the research were to determine the regularity of implementing project activities at the class level and at the level of the entire school, and to examine possible differences between teachers who estimated regular implementation of project activities in their schools and those who estimated the levels of irregular implementation of project activities, in the application of contemporary work strategies, as well as in the attitudes on the contemporary paradigm of childhood and the education process. The research results showed that the majority of teachers estimated that project activities were carried out regularly at their school (66.5% on a class level and 65% on a school level). Teachers who reported the regular implementation of project activities at the class level and at the school level more frequently applied contemporary work strategies and techniques of critical thinking than The contemporary education process frequently emphasizes the importance of teaching and learning by focusing teaching activities towards research and collaborative work, the encouragement of critical thinking, the creative and productive application of knowledge, an active approach to the teaching content, and solving specific problems in project activities. A survey was conducted on a sample of 220 elementary school teachers from three counties in Croatia (Primorje-Gorski Kotar, Lika-Senj, and Istria) regarding the frequency of implementing project activities that encourage critical thinking in pupils. The objectives of the research were to determine the regularity of implementing project activities at the class level and at the level of the entire school, and to examine possible differences between teachers who estimated regular implementation of project activities in their schools and those who estimated the levels of irregular implementation of project activities, in the application of contemporary work strategies, as well as in the attitudes on the contemporary paradigm of childhood and the education process. The research results showed that the majority of teachers estimated that project activities were carried out regularly at their school (66.5% on a class level and 65% on a school level). Teachers who reported the regular implementation of project activities at the class level and at the school level more frequently applied contemporary work strategies and techniques of critical thinking then their colleagues did. The research results also indicated that those teachers more frequently use established approaches to the educational process (teacher should explain, exhibit facts, and point out important conclusions) then their colleagues do. There were no statistically significant differences in contemporary attitudes between the two groups of teachers. Since the objective behind the implementation of project activities was to create the knowledge that, in the creative act, boundaries of the known or tried are transcended in the direction of new and expanded knowledge, importance should be given to the role of teachers in promoting the development of critical thinking and guiding pupils to explore and discover new knowledge.

В статье рассматриваются проблемы преподавания истории в непрофильных вузах (на примере обучения студентов медицинского университета). Задача построения гражданского общества в России невыполнима без формирования ценностных основ человека, его самоидентификации в истории своего народа, его культуры и традиций. Авторы статьи, опираясь на работы Т.Б.Карпенковой, М.М.Самчука, О.Б.Павловой, М.А.Емельянова-Лукьянчикова, М.В.Сапронова, А.В.Ремнева, А.П.Шевырева и др., а также на собственный опыт преподавания истории в непрофильных вузах и данные проведенного в РостГМУ социологического опроса, попытались проанализировать причины, затрудняющие в настоящее время процесс преподавания указанной учебной дисциплины и предложить возможные пути решения поставленной проблемы. Материалы и методы: Методологическую основу исследования составил интегративный подход, применение которого обусловлено междисциплинарным характером рассматриваемой проблемы. Также использованы системный и функциональный подходы, позволившие обеспечить решение поставленной проблемы. Преимущественно использовались такие методы, как метод опроса, метод эксперимента, метод анализа и обобщения. Основой исследования стали результаты проведенного авторами опроса среди студентов и данные, полученные в ходе экспериментального использования в процессе преподавания истории инновационных методов обучения. результаты исследования: сложности в изучении истории возникают по следующим причинам: новый стандарт ФГОС № ++ предусматривает сочетание истории россии и мировой истории при сохранении прежних часов, отводимых на изучение дисциплины; низкая качественная гуманитарная подготовка школьников, что прослеживается в неумении анализировать исторические факты и вскрывать причинно-следственную связь, оперировать фактологическим материалом; падение мотивации к учебе. обсуждение и заключение: в статье обосновывается необходимость гармоничного сочетания различных подходов к изложению содержания учебного курса и необходимость использования в процессе преподавания учебной дисциплины как традиционных методов обучения, так и инновационных, таких как метод проектов, работа со структурно-хронологическими схемами, анализ исторических источников и др., что позволяет учитывать особенности уровня подготовки к обучению в вузе современных первокурсников. Использование предложенных методов позволит всесторонне изучить исторические процессы, будет способствовать научному пониманию и развитию историзма мышления, формированию национального самосознания и повышению интереса к общероссийским ценностям, что повысит самооценку и самосознание наших студентов и позволит сформировать личность врача с активной жизненной позицией., Introduction: the article deals with the problems of teaching history in non-core universities (on the example of teaching medical university students). The problem of building a civil society in Russia is impossible without the formation of the value foundations of man, his self-identification in the history of his people, its culture and traditions. The authors of the article, based on the work of T. V. Karpenkova, M. M. Samchuk, O. V. Pavlova, M. A. Emelyanov-Lukyanchikov, M. V. Sapronov, A.V. Remnev, A. p. Shevyrev, etc., as well as their own experience of teaching history in non-core universities and the data of the sociological survey conducted at Rostsmu, tried to analyze the reasons that currently complicate the process of teaching this discipline and offer possible solutions to the problem. Materials and methods: the Methodological basis of the study was an integrative approach, the application of which is due to the interdisciplinary nature of the problem. Also, the system and functional approaches were used, which allowed to provide a solution to the problem. Mainly used methods such as the survey method, the experimental method, the method of analysis and generalization. The research is based on the results of the survey conducted by the authors among students and the data obtained during the experimental use of innovative teaching methods in the process of teaching history. The results of the study: Difficulties in the study of history arise for the following reasons: the new standard of the GEF № ++ provides for a combination of Russian history and world history while maintaining the previous hours allotted for the study of the discipline; low quality humanitarian training of students, which can be traced in the inability to analyze historical facts and reveal the cause-and-effect relationship, to operate with factual material; drop in motivation to study. Discussion and conclusion: the article substantiates the need for a harmonious combination of different approaches to the presentation of the content of the training course and the need to use in the teaching of the discipline as traditional teaching methods and innovative, such as the method of projects, work with structural and chronological schemes, analysis of historical sources, etc., which allows to take into The use of the proposed methods will allow a comprehensive study of historical processes, will contribute to the scientific understanding and development of historicism of thinking, the formation of national consciousness and increase interest in Russian values, which will increase the self-esteem and self-consciousness of our students and will form the personality of a doctor with an active life position.

Resumen (descriptivo): El objetivo central del artículo es proponer unos criterios para el análisis y evaluación de casos en la educación moral. Los criterios que se proponen son cuatro: 1) la identificación de los dilemas morales que se encuentran en la narración del caso; 2) el análisis de las circunstancias y hechos; 3) la consistencia argumentativa; y 4) la justificación moral de las alternativas de decisión. Estos criterios sirven para orientar los procesos pedagógicos en el aula a partir de casos con dilemas que fortalecen el desarrollo del juicio moral. Los docentes pueden adoptar los criterios para orientar sus clases y evaluar el desempeño de sus estudiantes. Los criterios propuestos pueden ser implementados tanto en la educación básica y media como superior. Abstract (descriptive): The central objective of the article is to propose different criteria for the analysis and evaluation of cases in moral education. The article proposes four criteria: 1) the identification of moral dilemmas that are identified in the narration of the case; 2) the analysis of facts and circumstances; 3) argumentative consistency and 4) the moral justification of the alternatives for moral decisions that students identify. These criteria serve to guide pedagogical processes in the classroom through cases with dilemmas that strengthen the development of students’ moral judgment. Teachers can adopt these criteria for use in their classrooms and to evaluate the performance of their students. The proposed criteria can be implemented in both secondary and higher education. Resumo (descritivo): O principal objetivo do trabalho é propor critérios para a análise e avaliação de casos na educação moral. Os critérios propostos são quatro: 1) a identificação de dilemas morais encontrados na narrativa do processo; 2) Análise das circunstâncias e fatos; 3) consistência argumentativa e 4) a justificação moral das alternativas decisão moral feitas pela mesma. Estes critérios servem para orientar os processos de aprendizagem na sala de aula a partir de casos com dilemas que fortalecem o desenvolvimento do juízo moral. Os professores podem adotar os critérios para orientar suas aulas e avaliar o desempenho de seus alunos. Os critérios propostos podem ser implementados tanto no ensino primário e secundário como superior.

CEPS Journal 5 (2015) 3, S. 129-155, In the Slovenian language syllabus, teachers are recommended to provide a greater share of group work during class. During types of learning such as cooperative learning in smaller groups or pairs, students actively develop communicative competence. The present article presents a survey that attempted to determine whether teachers from the first to the fifth grade execute cooperative learning in language classes. The purpose of the article is to raise teachers’ awareness and encourage them to design and execute cooperative learning more frequently. (DIPF/Orig.)

В статье дается обзор целей, задач, методов, результатов обучения латинскому языку в гуманитарном университете. Делается вывод о том, что основой обучения является аналитическое чтение с элементами дискурсивного анализа. Обучение латинскому языку в гуманитарном университете осуществляется на основе междисциплинарного подхода. На занятиях используются интерактивные задания. При обучении используются разнообразные формы контроля, в том числе лингводидактическое тестирование в виртуальной обучающей среде. Результаты текущего и итогового контроля оформляются с применением балльно-рейтинговой системы оценки знаний., The article reviews the goals, tasks, methods, and results of teaching Latin at Humanities University. The article points out that the basis of teaching is analytical reading with elements of discursive analysis. In Humanities University teaching is being provided through the interdisciplinary approach. The educational process includes interactive exercises, the use various forms of control, for example, lingual-didactic testing in a virtual learning environment. The results of current and final control are formed with the help of the point-rating system of assessing knowledge.

207-209 Рассматривается проблема приобщения будущих бакалавров, обучающихся по направлению 02.03.01 "Математика и компьютерные науки", к исследовательской деятельности на занятиях по дисциплине "Компьютерная геометрия и геометрическое моделирование". The question of engaging future Bachelors studying `Mathematics and Computer Science` 02.03.01 in experimental research activity during the classes of Computer Geometry and Geometric Modeling is examined in the paper.

207-209 Рассматривается проблема приобщения будущих бакалавров, обучающихся по направлению 02.03.01 "Математика и компьютерные науки", к исследовательской деятельности на занятиях по дисциплине "Компьютерная геометрия и геометрическое моделирование". The question of engaging future Bachelors studying `Mathematics and Computer Science` 02.03.01 in experimental research activity during the classes of Computer Geometry and Geometric Modeling is examined in the paper.

207-209 Рассматривается проблема приобщения будущих бакалавров, обучающихся по направлению 02.03.01 "Математика и компьютерные науки", к исследовательской деятельности на занятиях по дисциплине "Компьютерная геометрия и геометрическое моделирование". The question of engaging future Bachelors studying `Mathematics and Computer Science` 02.03.01 in experimental research activity during the classes of Computer Geometry and Geometric Modeling is examined in the paper.

Human rights education (HRE) has been globally recognised as being of the utmost importance in the facilitation of social unity. Thus, the time has come for the Faculty of Law, Universiti Kebangsaan Malaysia (UKM), to introduce HRE as part of the curriculum for its undergraduate students. Learner's needs and input must be taken into consideration before introducing new courses to ensure that the desired result is achieved. As such, an exploratory study was conducted by way of distributing questionnaires to a selected group of students in an effort to assess law students’ perceptions of human rights; and to determine whether or not they viewed an HRE course as relevant to their lives and ambitions. At the same time, the survey was also designed to determine the most preferred method of teaching the course. Most importantly, the results of the survey are utilised to determine whether the idea that HRE serves as an important means of promoting social unity is supported, or dismissed, by the opinions of the undergraduate student body of the Law Faculty at UKM.

Schweizerische Zeitschrift für Bildungswissenschaften 26 (2004) 3, S. 489-508, Qu’enseigne-t-on en géographie à l’heure actuelle et comment s’y prend-on? Alors que l’on pourrait s’attendre à une très grande diversité de pratiques, l’analyse d’entretiens semi-directifs réalisés en 2001 avec six enseignant(e)s valaisan(ne)s de 5e et 6e primaire atteste d’habitudes scolaires bien établies. C’est généralement une démarche frontale améliorée qui est mise en oeuvre; les savoirs sont plus ou moins longuement explicités avant d’être institutionnalisés; les connaissances descriptives sont prédominantes par rapport aux savoir-faire et habiletés intellectuelles, même si l’on veut aussi les développer; la convergence des pratiques autour de ces habitudes est en partie liée à une certaine conception de l’évaluation. Ces traditions disciplinaires sont mises en évidence grâce aux «mondes d’éducation» (Chatel, 1997), un outil d’analyse de l’action éducative qui se noue en classe entre enseignant, élèves et savoirs. (DIPF/Orig.), Welche Lehrstoffe unterrichtet man gegenwärtig im Fach Geografie und wie geht man hier unterrichtlich vor? Obgleich man eigentlich eine sehr grosse unterrichtspraktische Vielfalt erwarten könnte, fördert die Analyse von halbdirektiven Interviews, die im Jahre 2001 mit sechs Französischwalliser Lehrpersonen der fünften und sechsten Primarklasse durchgeführt wurden, die Existenz von relativ fest etablierten unterrichtlichen Gewohnheiten zutage. Im Allgemeinen ist es ein verbessertes frontalunterrichtliches Vorgehen, das realisiert wird; das Wissen wird den Kindern gegenüber mehr oder weniger ausführlich verdeutlicht, bevor es institutionalisiert wird; die beschreibenden inhaltlichen Kenntnisse werden gegenüber dem praktischen Können und der Entwicklung von generellen intellektuellen Fähigkeiten bevorzugt, obschon man natürlich Letztere ebenfalls weiterentwickeln möchte; alle diese unterrichtspraktischen Gewohnheiten sind an eine bestimmte Vorstellung von Evaluation gebunden.Die disziplinärenTraditionen werden in der vorliegenden Arbeit anhand der «mondes d’éducation» (nach Chatel), einem theoretischen Analyseinstrumentarium von einigen möglichen Erziehungskulturen untersucht, die sich im Schulzimmer im Zusammenspiel zwischen Lehrperson, Schülerinnen/Schülern und dem Wissen ergeben können. (DIPF/Orig.)

RESUMEN Partimos de la necesidad de adaptar el modelo didáctico de cada docente a las características de la sociedad actual, una sociedad democrática, tecnológica y competitiva, entendiendo que el modelo constructivista es el que permite dicha adaptación. El objetivo de este trabajo es plasmar, teórica y prácticamente, un modelo didáctico propicio para garantizar el aprendizaje de los alumnos. Para ello, inicialmente se elabora una descripción de los diferentes modelos didácticos empleados en las diversas etapas educativas; tratando aspectos tales como las tipologías bajo los que se agrupan dichos modelos, las opiniones de docentes y alumnos ante unos y otros modelos, la posibilidad de cambio de modelo didáctico por parte de los docentes, etc. Ante la pregunta de cómo enseñar bajo el modelo constructivista, la respuesta se concreta en el empleo de metodologías activas. Teniendo en cuenta esta idea, se plantea una propuesta de actividades para la etapa de Educación Primaria que refleje un modelo didáctico constructivista, puesto en práctica a través de metodologías activas; empleando los siguientes métodos: Aprendizaje basado en problemas, aprendizaje cooperativo y simulación y juego. Además, este trabajo ofrece al maestro que decida llevar a cabo la secuencia didáctica propuesta, unas indicaciones sobre su actuación docente en cada una de las actividades; y detalla la finalidad de cada una de ellas, los objetivos, competencias básicas a las que se contribuye, recursos humanos, materiales y espaciales necesarios, los métodos empleados en cada una de las actividades, agrupamientos y temporalización. Por último, proporciona indicaciones e instrumentos para realizar la evaluación. ABSTRACT We start from the need of change the teaching model of every teacher to the current society characteristics, a democratic, technological and competitive society, understanding that the constructivist model is which permits this change. The main aim of this work is to show, theoretically and practically, a suited teaching model for ensuring the learning process of pupils. To get that objective, it is made a description of the different teaching models used in the different educational steps, containing topics such as the typologies in which these models are taken into account, teacher's and pupil's opinions facing all these models, the possibility of changing these models by teachers... When we face the question of how to teach under the constructivist model, the answer is: using active methodologies. Taking into account this idea, it is proposed a proposal of activities for the Primary Education that reflects a constructivist model, proved through active methodologies, using the following methods: problem-based learning, cooperative learning and simulation and game. Besides, this work offers to the teacher who decides to go ahead with this learning unit, some indications for his teaching performance in every activity, and it details the finality of everyone, the aims, basic competencies, human, materials and space resources needed, the methods used in every activity, groups and time. At last, it gives indications and instruments for the assessment. Grado en Magisterio en Educación Primaria

Opladen u.a. : Verlag Barbara Budrich 2011, 130 S. - (Study guides in adult education), Learning is a key issue in education. Being familiar with contemporary learning theory, therefore, is an essential prerequisite for education scholars and practitioners alike. Virtually any educational effort involves learning, both on the part of the learner and on the part of the teacher. It seems obvious and necessary, therefore, to explore learning processes from a theoretical point of view. Fortunately, education researchers and theorists have produced a growing body of knowledge on learning and teaching in recent years. Internationally acclaimed scholars such as Peter Jarvis, Knud Illeris, or Ference Marton have provided building blocks for a contemporary outlook on learning in educational situations. This book offers an overview on the most important contributions, combining them to form a person-oriented concept of learning and teaching. From the Contents: Part One: Theories of Learning: A Field of Approaches towards the Learning of Adults Of Learning Triangles and Beyond Relational Perspectives on Learning Logical Models and Stages of Learning Comprehensive Approaches Looking Beyond One s Own Nose: Psychological Approaches and Neurosciences Part Two: The Art of Teaching. Exploring Concepts of Adult Learning to Address Didactic Challenges Didactics and Didactic Models Reflections on Learning Time, Person, Lifeworld: Cornerstones of Didactic Theory. (Verlag)

Schweizerische Zeitschrift für Bildungswissenschaften 26 (2004) 2, S. 265-284, Finite Elemente Methode (FET) ist eine Berechnungstechnik für Festigkeitsprobleme im Ingenieurwesen. Zu dieser Methode wurde ein web-basierter Lehrgang entwickelt. Innerhalb des Projekts wurde von Anfang an eine pädagogische Begleitung für die Beratung und Evaluation der Lehrgangsentwicklung eingerichtet. Die Position dieser Begleitung im interdisziplinären Team und die Evaluation werden begründet und die Ergebnisse beschrieben. Die Evaluation erfolgte vorwiegend mittels der Methode der Inhaltsanalyse. Die Attribuierungen bei den Lern- und Beratungserfahrungen der Beteiligten wurden in verschiedenen Phasen des Projekts untersucht und den Unterrichtszielen des Projekts gegenüber gestellt. Die daraus abgeleiteten Interpretationen wurden genutzt für die Optimierung der Lehrgangsentwicklung und zur Klärung von Veränderungen im Lehrgang FET unter Anwendung von eLearning-Sequenzen. (DIPF/Orig.), Finite Element Method (FET) is a technique for calculating problems of structural mechanics in ingeneering. A web-based course has been developed to introduce this method. Pedagogic support for advice and evaluation of course development was set up from the beginning. The position of this support within the interdisciplinary team and the evaluation will bejustified and the results described. The evaluation proceeds mainly through content-analytical methods. The attribution of the learning and advisory experiences of the persons involved were examined in various phases of the project and compared with the aims of the lessons. The resulting interpretations were used for optimising the development of the course and for clarifying the change of conditions for the FET course with use of eLearning sequences. (DIPF/Orig.)

Der Beitrag beschreibt den Remix und die Adaption von vorhandenen Lern- und Lehrmaterialien für ein anderes Lernsetting. Grundlage dafür sind offen lizenzierte Materialien, also Open Educational Resources (OER). Ein vorhandener MOOC der Plattform imoox.at, wurde für ein anderes Lernsetting adaptiert. Dabei geht es konkret um die Anpassung und Übertragung in ein offenes Unterrichtssetting im Schulkontext. Im Fokus der Arbeit steht das didaktische Design eines offenen Unterrichtssettings auf Grundlage von existierenden Materialien eines MOOC (für „massive open online course“, also Online-Kurs für sehr viele), also das didaktische Re-Design bzw. die Re-Didaktisierung von vorhandenen Open Educational Resources in ein anderes Lehr-Setting und die anschließende Veröffentlichung der neuen Open Educational Resources. Dies wird anhand eines Re-Design-Modells vorgestellt und umgesetzt. (DIPF/Orig.)

The reason for my long-term interest in multilinguality derives from the fact that, as I explain in Chapter One, a large proportion of language users and learners in the world are no longer monolingual, nor even bilingual, but rather multilingual. The spread of English as a lingua franca also contributed to thedevelopment of multilinguality around the world. The spread of multilinguality does not only relate to the natural setting of multilingual societies and mixed-marriages, but also to formal instruction contexts, where the introduction of at least two foreign languages has become an educational norm. Consequently, as teachers of EFL we are often faced with learners who are also acquiring/learning another foreign language and this is clearly reflected in the cross-linguistic influences we can observe in their language production, in terms of both positive/facilitative effects and interference. Shouldn’t their increased learning experience be harnessed in our teaching and in their learning practices?

Im Herbst 2009 wurden 17 Schülerinnen und Schüler einer Klasse der 5. Jahrgangsstufe an der Projektschule Goldau mit Smartphones ausgestattet. Im November wurde das Projekt mit einem concurrent mixed model Design evaluiert. Die wichtigsten Ergebnisse sind: (1) Veränderungen der Unterrichtsmethode wurden nicht berichtet. (2) Änderungen entstanden auf der Ebene des Microlearning. (3) Die Kommunikation zwischen Lehrenden und Lernenden hat sich in den privaten Bereich hinein ausgedehnt. (4) Das Smartphone wird von Lernenden in hohem Maße als Lernmittel wahrgenommen. (DIPF/Orig.), 17 Students in a 5th grade class at the Projektschule Goldau have been equipped with smartphone in autumn 2009. In November an evaluation took place. An concurrent mixed model design has been applied. Important results are: (1) No change in respect of the pegagogy has been reported. (2) Changes on the microlearning level have been reported. (3) Communication between students and teachers was extended into the leisure time. (4) The smartphone is perceived as an learning for learning by the students. (DIPF/Orig.)