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Beiträge zur Lehrerinnen- und Lehrerbildung 32 (2014) 1, S. 60-72, Der vorliegende Beitrag stellt die theoretische Grundlage und die praktische Anwendung eines Lehr- und Lernmodells für den Erwerb professioneller Handlungsweisen von Lehrpersonen vor. Professionelles pädagogisches Handeln zeichnet sich durch die Einheit von Berufsethos und Professionswissen aus. In der Ausbildung herrscht ein Primat des Professionswissens oder epistemischer Ziele. Es stellt sich die Frage, ob eine Verbindung zwischen moralischen und epistemischen Zielen möglich ist. Als Antwort darauf schlägt der Autor ein Lehr- und Lernmodell für die Ausbildung von Lehrpersonen vor, das durch die Auseinandersetzung mit inhaltsbezogenen moralischen Fallgeschichten sowohl die moralische Urteilsfähigkeit als auch die Aneignung von professionellem Handlungswissen fördert. (DIPF/Orig.), Professional practice in teaching is based on the combination of professional morality and knowledge. Evidence suggests that professional morality is currently a neglected topic in teacher education. The author proposes an approach to combine the moral and epistemic purposes of teacher education that employs a case analysis framework which fosters moral judgment competence as well as the construction of professional knowledge. (DIPF/Orig.)

Konferenz-Poster zur Unterstützung des Vortrags in der Lehrkonferenz 2023 "Verliebt in die Lehre" an der Technischen Universität Graz am 14. Februar 2023., Die Hochschullehre ist bis zum heutigen Tag ganz wesentlich von Frontalunterricht und Einzelarbeit geprägt. Dabei wird meist außer Acht gelassen, dass Absolventen von Universitäten im Berufsleben oft ihre Leistung im Team zu erbringen haben. Um in der Hochschullehre die Zusammenarbeit im Team zu fördern, aber auch die Beurteilung individueller Leistungen zu ermöglichen, scheint es sinnvoll zu sein, eine auf Lehrinhalte und Lernziele abgestimmte gute Mischung aus Gruppenarbeit und Einzelarbeit anzustreben. Die oft angesprochenen Schwächen der Gruppenarbeit lassen sich auf drei wesentliche Punkte herunter brechen: Trittbrettfahrer, fehlende Beurteilungsmöglichkeit der individuellen Leistung und großer Zeitaufwand für wenig Inhalt. Die hier präsentierte Einsatz einer Lehrmethode für Gruppenarbeiten, die Gruppenpuzzle-Methode, möchte zeigen wie man Gruppenarbeiten durch gezielte Vorbereitung erfolgreich gestalten kann. Durch Einsatz der Methode in Kombination mit anderen individuell beurteilten Leistungen spielt die fehlende Möglichkeit der Beurteilung von Einzelleistungen eine eher untergeordnete Rolle. Wird diese Lehrmethode zum ohnehin notwendigen Wiederholen und Festigen bereits erlernter Inhalte verwendet, ist auch der dafür benötigte Zeitaufwand vertretbar. Darüber hinaus fördert die Gruppenpuzzle-Methode eine Reihe von Kompetenzen die über die reine Fachkompetenz hinaus gehen und im späteren Berufsleben benötigt werden. In der Literatur sind unterschiedliche Varianten dieser Lehrmethode bereits gut dargestellt. Ergänzend dazu wird eine weitere Modifikation präsentiert, die sich hinsichtlich der Vorbereitung der Studierenden und des Zeitaufwandes, der für die Durchführung der Gruppenarbeit benötigt wird, als vorteilhaft herausgestellt hat. Der Intention der Konferenz folgend wird der Inhalt in Form einer Kurzgeschichte präsentiert. Diese beginnt mit der Teilnahme des Autors an einem Seminar der Didaktik-Werkstatt der Steirischen Hochschulkonferenz zum Thema Gruppenarbeiten und der Geburt der Idee, das Erlernte auch in der Lehre einzusetzen. Hier wird die Lehrmethode und die angebrachte Modifikation vorgestellt. Im nächsten Schritt folgt eine Beschreibung der Implementierung der Gruppenpuzzle-Methode in einer Lehrveranstaltung im Masterstudium der Bauingenieurwissenschaften. Dargestellt werden die benötigten Lehrmaterialien, eine Übersicht über die Planung und die Ergebnisse einer qualitativen Befragung der Studierenden. In der nachfolgenden Diskussion werden die persönlichen Erfahrungen des Autors und die Vor- und Nachteile der Gruppenpuzzle-Methode genauer beleuchtet. Des Weiteren wird auf die Qualität der Leistungen der Studierenden und auf die Leistungsbeurteilung eingegangen. Am Ende dieser Kurzgeschichte werden noch einmal die wichtigsten Eckpfeiler der Gruppenpuzzle-Methode hervorgehoben und ein Ausblick auf weitere Anwendungsmöglichkeiten gegeben., Dieser Datensatz beinhaltet das Präsentations-Poster. In der Datei "poster_de_en_v1.zip" befinden sich folgende Dateien: poster_de_v1.odp ... Poster, DIN A0, Hochformat, Deutsch, Open Document Format - Präsentation poster_de_v1.pdf ... Poster DIN A0, Hochformat, Deutsch, PDF-Format poster_en_v1.odp ... Poster, DIN A0, Hochformat, Englische Übersetzung, Open Document Format - Präsentation poster_en_v1.pdf ... Poster DIN A0, Hochformat, Englische Übersetzung, PDF-Format, To this day, university teaching is still characterized by frontal teaching and individual work. In their professional life, graduates often have to perform in a team, which is a fact often ignored. To promote teamwork in university teaching but also to allow for justification of individual performance, it seems to make sense to strive for a good mix of group work and individual work tailored to the teaching content and learning goals. Group work is often associated with the following problems: "free riders", lack of possibility for individual assessment, and high expenditure of time for little content. The use of a teaching method for group work presented here, the group puzzle method, would like to show how group work can be designed successfully through targeted preparation. Using that method in combination with other individual assessments, the lack of possibility of assessing individual performances plays a rather subordinate role. Using that teaching method to repeat and deepen content learned, which is necessary, the time required for this is also justifiable. In addition, the group puzzle method promotes a range of skills that go beyond pure professional skills needed in later professional life. Different variants of this teaching method are already well presented in the literature. In addition, a modification is presented, which turned out to be advantageous concerning the preparation of the students and the time required to carry out the group work. To follow the intention of the conference, the content becomes presented as a short story. The beginning of that story is the author's participation in a seminar in the didactics workshop of Science Space Styria which gave birth to the idea of applying the outcomes in a lecture. Here, the teaching method and the appropriate modification are presented. The next step is a description of the implementation of the jigsaw puzzle method in a course in the master's program of civil engineering sciences. The required teaching materials, an overview of the planning and the results of a qualitative survey of the students are presented. The following discussion examines the authors' personal experience and the advantages and disadvantages of the group puzzle method in more detail. Furthermore, the quality of the student's performance and assessment is discussed. The end of this short story again highlights the most relevant cornerstones of the jigsaw puzzle method and provides an outlook on further possible applications., This record contains the poster used for the presentation. "poster_de_en_v1.zip" contains the following files: poster_de_v1.odp ... Poster, DIN A0, Portrait, German, Open Document Format - Presentation poster_de_v1.pdf ... Poster DIN A0, Portrait, German, PDF-Format poster_en_v1.odp ... Poster, DIN A0, Portrait, Englische Translation, Open Document Format - Presentation poster_en_v1.pdf ... Poster DIN A0, Portrait, Englische Translation, PDF-Format

Das Lösen von mathematischen Problemen ist eine zentrale Grundlage für das Betreiben von Mathematik. Außerhalb des Schulunterrichts liegen diese Probleme jedoch nur selten vorgefertigt vor und müssen zunächst entwickelt werden. Die Entwicklung eigener Probleme (Problem Posing) hat in den letzten Jahren in der mathematikdidaktischen Forschung stark an Bedeutung gewonnen. Insbesondere gilt das Problem Posing als ein gewinnbringender Ansatz zur Förderung des Problemlösens, da die Entwicklung eigener Probleme wichtige Problemlöseprozesse anspricht (Cai & Leikin, 2020). Das Modellieren kann als Problemlösen realweltlicher Probleme charakterisiert werden. Demnach ist es möglich, dass Problem Posing zu gegebenen realweltlichen Situationen (modellierungsbezogenes Problem Posing) auch zur Förderung des mathematischen Modellierens gewinnbringend eingesetzt werden kann. Bisher existiert nur wenig Forschung zum Problem Posing aus Modellierungsperspektive. Um das Potential des Problem Posings für das Modellieren zu untersuchen, soll die Verbindung zwischen den Problem Posing und Modellierungsprozessen aus einer kognitiven Perspektive analysiert werden.

Opladen; Berlin; Toronto : Verlag Barbara Budrich 2023, 55; 55 S., Pädagogische Arbeit erfordert die Bereitschaft, sich auf immer neue Situationen und auf Menschen in ihrer Verschiedenheit einzulassen. Dieses Buch bietet dafür keine simplen Rezepte an, wohl aber wichtige Schritte zur Professionalisierung im pädagogischen Beruf. Diese führen über eine offene Haltung der Wahrnehmung und die Einbeziehung von Leiblichkeit hin zur Einsicht, wie Lern- und Lehrprozesse neu oder anders verstanden werden können. Mit Vignetten und Beispielen werden Konzepte dargelegt und auf ihre Anwendung hin reflektiert. (DIPF/Verlag), Pedagogical work requires the willingness to engage with new situations and with people in their diversity. This book does not offer any simple recipes, but a gentle approach to important steps towards professionalisation in the teaching profession. These lead via an open attitude of perception and the inclusion of corporeality to an insight into how learning and teaching processes can be understood in a new or different way. With vignettes and examples from different pedagogical fields, the theoretical concepts are presented and reflected on their application.

This text proposes a reflection on art education, more specifically on plastic and visual expression and some of its main problems at a theoretical and practical level. Starting by analyzing the path of teaching and learning throughout history, we question today, its practices, between traditional teaching and the need to find alternative paths, appropriate to a world in permanent change. We try to understand the conception of art from which we started and its importance in educational practices, as well as the influence of the philosophical conception of the human being by teachers and educators, regarding the way they approach the educational proposals they develop. Neste texto propõe-se uma reflexão sobre a educação artística, mais concretamente da expressão plástica e visual e alguns dos seus principais problemas a nível teórico e prático. Começando por analisar o percurso do ensino e aprendizagem ao longo da história, questionamos hoje, as suas práticas, entre o ensino tradicional e a necessidade de encontrar caminhos alternativos, adequados a um mundo em permanente mudança. Tenta-se perceber a conceção de arte, de onde partimos e a sua importância nas práticas educativas, bem como a influência da conceção filosófica do ser humano por parte dos professores e educadores, em relação à forma como abordam as propostas educativas que desenvolvem.

This paper seeks to access the stated knowledge about the practices and challenges faced by teachers and educators in the activities of plastic and visual expression in Primary Education in Portugal. As teacher training is nowadays organized in two cycles of higher education: a first cycle of initial training in basic education and a second cycle of specialized training with emphasis on supervised teaching practices, we tried to study some reports of these practices, made to obtain the Master's degree. In these reports, future teachers present the activities implemented in the school context as well as the teaching-learning procedures and strategies developed with elementary school students with the integration of different curricular areas. Neste trabalho procura-se aceder ao conhecimento declarado sobre as práticas e desafios que se colocam aos professores e educadores nas atividades de expressão plástica e visual no Ensino Básico em Portugal. Estando hoje a formação de professores, organizada em dois ciclos de estudos superiores: um primeiro ciclo de formação inicial em educação básica e um segundo ciclo de formação especializada com ênfase nas práticas de ensino supervisionada, procurámos estudar alguns relatórios dessas práticas, realizados para obtenção do grau de mestre. Nestes relatórios, os futuros professores apresentam as atividades implementadas em contexto escolar bem como os procedimentos e as estratégias de ensino-aprendizagem desenvolvidos com os alunos do ensino básico com a integração das diferentes áreas curriculares.

Citizen engagement around climate change remains a wicked problem. It is particularly challenging in relation to climate change adaptation at the local level. In response, this article presents the design steps taken to create a serious game for young people (aged 15–17) as a means to increase engagement in planning for climate change adaptation in Dublin. The iAdapt game acts as the capstone component of the audio and visual teaching and learning resources for adaptation education on the Climate Smart platform and uses open data, interactive in-browser 2.5D mapping and spatial analysis, and exemplar socio-technical adaptation interventions. Its primary aim is to empower young people to understand and engage with the complexities, uncertainties, and processes of climate adaptation planning by using scientifically validated flood data predictions, grounded in a place-based setting and with diverse examples of diverse adaptation interventions. Participants experience the difficulties of decision-making under conditions of democratic governance and uncertainty in order to educate, increase awareness, and stimulate discussions around the multiple possible pathways to planning for climate adaptation. Initial testing results with a cohort of young people in Dublin are presented. We conclude by reflecting upon the challenges of creating a game that has broad appeal yet remains enjoyable to play and the value of integrating real-world flood data with gamified elements. We also discuss the “value question” regarding the impact of games on expanding public engagement. Finally, the article sets out a plan for further development and dissemination of the platform and game.

Hintergrund: 50 % der Gesundheits- und Krankenpflegeausbildung findet in der klinischen Praxis statt. Pflegeauszubildende erwerben daher den Großteil ihrer praktischen Kompetenzen in den Praktika. Dabei fällt es den Auszubildenden oft schwer, die theoretischen Inhalte vom Unterricht in die Praxis umzusetzen. Es gibt wenig Lehr- und Lernmethoden, die in der praktischen Pflegeausbildung eingesetzt werden, um den Auszubildenden in der Gesundheits- und Krankenpflege beim Kompetenzerwerb zu unterstützen. Methodik: Für die Bearbeitung wird mit einer systematischen Literaturrecherche gestartet, um die Basis für den folgenden empirischen Teil zu schaffen und die theoretische Fragestellung zu beantworten. Für die empirische Fragestellung wurden acht leitfadengestützte Interviews mit Praxisanleiter*innen und Auszubildenden geführt. Die Auswertung erfolgte nach der qualitativen Inhaltsanalyse nach Mayring (2015). Ergebnisse: Im theoretischen Rahmen können anhand der aktuellen Datenlage selbstgesteuerte Lehr- und Lernmethoden gefunden werden. Der empirische Teil dieser Masterarbeit zeigt, dass es gewisse Rahmenbedingungen geben muss, um die Leittextmethode durchführen zu können. Für die Konzeptentwicklung ergaben sich Kriterien, die berücksichtigt werden sollen. Die interviewten Praxisanleiter*innen und Auszubildenden empfinden die Leittextmethode als eine hilfreiche Methode, um den Wissenserwerb zu unterstützen. Schlussfolgerung: Die befragten Praxisanleiter*innen und Auszubildende sehen die Leittextmethode als eine sinnvolle Lehr- und Lernmethode, die in der praktischen Ausbildung angewendet werden soll. Introduction: 50 % of nursing education takes place in clinical practice. Nursing trainees, therefore, acquire their practical skills in the internships. The students often face difficulties in transferring the theoretical content of the lessons into practice. A few teaching and learning methods are used in practical nursing education to support nursing students in acquiring skills. Method: The study starts with systematic literature research to create the basis for the following empirical part and answer the theoretical question. Eight guided interviews with practice instructors and students were conducted to obtain the required data. The evaluation was based on the qualitative content analysis, according to Mayring (2015). Results: In the theoretical framework, self-directed teaching and learning methods can be found based on the current data. The empirical part of this master thesis shows that there must be certain framework conditions in order to be able to implement the guiding text method. For the development of the concept, were criteria that should be taken into account. The interviewed practice instructors and students see the guiding text method as a helpful method to increase the acquisition of knowledge. Conclusion: The interviewed practice instructors and students see the guiding text method as a useful teaching and learning method that should be used in practical education. Abweichender Titel laut Übersetzung der Verfasserin/des Verfassers Masterarbeit Wien, FH Campus Wien 2022

In the social sciences, teaching methods, approaches and tools have advanced over the past decades. This progress, however, has mostly taken place on a theoretical level. Very few of the ideas and findings were implemented in class. A typical class in the social sciences remains in a lecture format with hardly any technology besides slides. There are several reasons why courses like Political Science, International Relations and others have not implemented more of the methodological and technological progress that has taken place in the 20th and 21st century so far. While the COVID19 pandemic that started in 2020 has caused a major step forward towards acceptance of technologies in the social sciences there are more tools and devices that will bring further experiences to the discipline in the near future. One of the technologies that is entering higher education now is Virtual Reality (VR). This chapter will explore VR as a technology, discuss its application in higher education and analyse its contemporary and future role in the social sciences.

International audience; Dieser Artikel stellt eine Methode zur Entwicklung korpusbasierter Aufgaben vor. Er zeigt, wie diese in einen Deutschkurs (B2) für Lehramtsstudierende integriert wurden. Die Hauptaufgabe des Kurses war die Erstellung der Audiodeskription (AD) eines Filmvorspanns. ADs sind zusätzliche Tonspuren, die sehbeeinträchtige Personen über visuelle Ereignisse informieren, die ihnen helfen sollen, die Handlung eines Films zu verstehen. Das Korpus Audiodeskription, per Sketch Engine zugänglich, enthält die AD‐Skripte zweier deutscher Fernsehserien. Das Durchforsten dieses Korpus sollte den Lernenden helfen, ihre AD‐Skripte sprachlich zu verbessern und ein Bewusstsein dafür zu entwickeln, wie räumliche Phänomene und visuelle Wahrnehmungen sprachlich ausgedrückt werden können. Der Artikel endet mit dem Vorstellen zweier korpusbasierter Lernaufgaben, die gezielt Fragen behandeln, die beim Durchführen des Kurses an der Sorbonne Université aufkamen.; This paper presents a method for designing corpus exploration tasks and integrating them into an intermediate‐level German course during which learners collectively produce the audio description (AD) of a film trailer. ADs are additional soundtracks that inform blind people about the visual events that are considered necessary to understand a film. The Audiodeskription corpus, available on Sketch Engine, contains the AD scripts produced for two German television series. Exploring such a corpus to (re)write an AD script is an activity that is likely to foster language awareness of features of linguistic items needed for describing spatial events and visual perceptions. The tasks designed tackle learning issues identified during the course implemented at the teacher training department, Sorbonne University.

The intense use of digital media among children and adolescents raises concerns about online risks. In response, digital literacy frameworks for formal education usually include a set of protective skills. Considering that teachers have the responsibility to implement such frameworks, this study investigates factors associated with teachers’ practices of fostering students’ digital protective skills. Therefore, data from a survey conducted with 315 teachers in the state of Thuringia, Germany, was analyzed. The findings indicate positive associations between the importance teachers attribute to digital protective skills, the knowledge they have about guidelines for media education, their formal media training, and their media and technology use in class. Besides, the analysis revealed associations with school type, subject taught, and teacher age. Conversely, the factors of human and technological resources did not yield significant effects in the regression model. The final model explained 48% of the variance in the teachers’ practices of fostering protective skills.

Supplemental Instruction is a program designed to support students in their learning process. The program consists of advanced students supervising new students, where the purpose is to improve students’ performance and reduce the risk of interruption of studies. Supplemental Instruction was established almost 50 years ago and is used today in universities around the world. This book is about student learning processes and Supplemental Instruction, which includes everything from learning activities in SI to developing guidance skills of leaders and more. The book also deals with a comparison of Supplemental Instruction with other group-oriented learning activities, and practical aspects of the programme. The book is aimed at anyone who is concerned about study quality in higher education. The contributors are researchers and lecturers at various universities from several countries. The book is part of a trilogy on Supplemental Instruction, where the themes for the other books are “Digital Technologies” and “Organisation and Leadership”. (DIPF/Orig.)

Instructional science 49 (2021) 6, S. 855-876, As knowledge derived from scientific theory can be helpful for teachers to reflect on their everyday teaching, universities have the challenging task of teaching this knowledge in such a way that pre-service teachers are able to apply it to their later teaching. Case-based learning has emerged as a promising method to foster pre-service teachers' scientific knowledge application throughout university teacher education. However, surprisingly, empirical evidence for its effectiveness as compared to more traditional instructional interventions in teacher education is still inconclusive, partly being due to constraints concerning the employed comparison groups. The present quasi-experimental study (conducted in the field of classroom management) investigated the effect of studying exactly the same theoretical content with and without text-based cases on scientific knowledge application (as measured by a vignette test) in a sample of 101 pre-service teachers. Although the study found a small advantage for the case-based learning group, it demonstrated that scientific knowledge application may also be effectively fostered in a more traditional instructional course. The findings and their implications are discussed against the background of cognitive theories on inert knowledge and how to prevent it in teacher education. (DIPF/Orig.)

This article reports results of a phase 2 exploratory trial of a vocabulary program delivered in elementary schools to improve student’s reading ability, including their comprehension. The intervention was tested as a targeted intervention in classrooms with children aged 7–10 across 20 weeks during one school year, with eligible students learning in small groups of four. Teachers and support staff received training in this cooperative learning approach to develop children’s vocabulary with particular focus on Tier‐2 words. School staff received additional support and resources to equip them to develop and implement the vocabulary instruction sessions to targeted students. The trial was undertaken with a sample of 101 students in seven schools from three English district areas with high levels of socio‐economic disadvantage. A standardized reading test was used to measure reading outcomes, with significant gains found in student’s overall reading ability, including comprehension. Owing to the positive results found in this trial, including positive feedback about implementation of the technique, next steps should be a larger trial with 48 schools to avoid the risk of sampling error due to limited number of schools.

The InfoLit Project (2015-2018) is an eight-university collaboration project funded by the University Grant Committee Hong Kong to promote awareness and facilitate teaching and learning of information literacy (IL) for analytical, creative, and wise use of information. Vital blocks of this project complement each other and form an “identify, design, collaborate & embed” project scope that addresses not only the production but also the integration of learning objects created by this project to address and fit into a wide range of teaching and learning goals and contexts. These blocks are, first, investigate and build a Knowledge base of students’ IL educational needs through qualitative and quantitative research; second, design and assemble InfoLit for U MOOC and related courseware packages derived from it which are embeddable into university teaching and learning activities; and third, enhancing librarian-faculty collaboration on designing and embedding relevant IL course components into courses. (DIPF/Orig.)

Nas ciências sociais, os métodos, abordagens e ferramentas de ensino têm avançado nas últimas décadas. Esse progresso, no entanto, ocorreu principalmente em um nível teórico. Muito pouco das ideias e descobertas foi implementado em sala de aula. Uma aula típica de ciências sociais permanece em formato de palestra com quase nenhuma tecnologia além de slides. Existem várias razões pelas quais cursos como ciência política, relações internacionais e outros não implementaram mais do progresso metodológico e tecnológico que ocorreu nos séculos XX e XXI até agora. Embora a pandemia de COVID-19 que começou em 2020 tenha causado um grande passo em direção à aceitação de tecnologias nas ciências sociais, existem mais ferramentas e dispositivos que trarão mais experiências para as disciplinas em um futuro próximo. Uma das tecnologias que está entrando no ensino superior agora é a Realidade Virtual (RV). Este artigo explorará a RV como tecnologia, discutirá sua aplicação no ensino superior e analisará seu papel contemporâneo e futuro nas ciências sociais.

Supplemental Instruction is a program designed to support students in their learning process. The program consists of advanced students supervising new students, where the purpose is to improve students’ performance and reduce the risk of interruption of studies. Supplemental Instruction was established almost 50 years ago and is used today in universities around the world. This book is about student learning processes and Supplemental Instruction, which includes everything from learning activities in SI to developing guidance skills of leaders and more. The book also deals with a comparison of Supplemental Instruction with other group-oriented learning activities, and practical aspects of the programme. The book is aimed at anyone who is concerned about study quality in higher education. The contributors are researchers and lecturers at various universities from several countries. The book is part of a trilogy on Supplemental Instruction, where the themes for the other books are “Digital Technologies” and “Organisation and Leadership”. (DIPF/Orig.)

Science, Technology, Engineering and Mathematics (STEM) Project-Based Learning (PjBL) is increase effectiveness, create meaningful learning and influence student attitudes in future career pursuit. There are several studies in the literature reporting different aspects of STEM into a PjBL pedagogy. However, the effect of implementing STEM PjBL in terms of improving students’ skills in self-efficacy levels in physics mechanics at high school level has not been demonstrated as expected in the previous literature. This study followed a quasi-experimental research method. Bandura’s social cognitive theory is used to assess and compare the effect of STEM PjBL with conventional teaching method on students’ self-efficacy level in learning physics among over 100 high school students. The result illustrated that STEM PjBL improve students’ self-efficacy to solve physics problem. Also, the study proposes a guideline for future research.

Demonstrating, representing, or showing is at the heart of every educational action. Historical representations on screen and stage do not "teach" us history but rather influence our ideas and interpretations of it. The contributions to this volume explore the depiction of history in theater and film from the intersection of historical scholarship, aesthetics, memory studies, and education. They examine the creation of historical images, film production and reception, the scriptwriting process, educational programming, and depictions of German-American encounters. Above all else, they explore how various theatrical and filmic productions show history rather than tell it. (DIPF/Orig.)

This book aims to meet the demands on teaching and learning in the twenty-first century, and in specific, how teacher education may transform pedagogical approaches and didactic methods to support future teachers in enhancing needful skills. In particular, it focuses on the pedagogical approach of Storyline, and how a Storyline can be applied in teacher education. It argues that teacher education benefits from the potency of various disciplines while applying an interdisciplinary methodology. Storyline is a problem-based, cross-curricular approach, based on learning through an evolving narrative, created in collaboration between teacher and students. It includes a variety of didactic tools, and inclusiveness towards different learners. Using Storyline in teacher education arranges for teacher educators to integrate alternative structures, that enable interdisciplinary cooperation and topic-based teaching. The authors have incorporated Storyline in many different ways, which contextualizes throughout the book. The book provides an overview of Storyline and introduces improved and new theoretical perspectives on this approach, including many practical examples. (DIPF/Orig.)

Bozen : Bozen-Bolzano University Press 2020, V, 223 S., This volume presents a selection of eight papers presented at three symposia on English for Specific Purposes (ESP) and English for Academic Purposes (EAP) that were held at the Free University of Bozen-Bolzano, Italy. The experiences detailed in the chapters offer a representative sample of the diversity of approaches to teaching and assessing ESP and EAP that were shared on those occasions. The contributions vary markedly by teaching and research context: whereas some report the results of meticulously planned research projects, others describe in detail cases embedded in specific contexts in Italy and in the US; others analyse the specialised language of particular discourses or domains, or reflect upon teaching methods and materials. (DIPF/Orig.)

Even commercial theaters now offer a variety of educational programs for their historical theater productions which provide historical backgrounds and contexts for the plays and enrich regular theater experiences with aspects of historical learning. The author presents a variety of techniques for teaching complicated histories in conjunction with the current playbill. For example, for the stage play adaptations of The Diary of Anne Frank or Harper Lee’s To Kill A Mockingbird, the Stratford Festival arranged post-show chats, workshops, and prologues. She talks about her experiences with this educational framework program and reflects on the impact it had on the audiences. (DIPF/Orig.)

Demonstrating, representing, or showing is at the heart of every educational action. Historical representations on screen and stage do not "teach" us history but rather influence our ideas and interpretations of it. The contributions to this volume explore the depiction of history in theater and film from the intersection of historical scholarship, aesthetics, memory studies, and education. They examine the creation of historical images, film production and reception, the scriptwriting process, educational programming, and depictions of German-American encounters. Above all else, they explore how various theatrical and filmic productions show history rather than tell it. (DIPF/Orig.)

Development economics is a field of study, trying to explore the reason of economic success and failures of different countries or regions in the world. It deals with important issues and gaps of 21stCentury, such as poverty, inequality, education, health, demographic changes, migration, trade and globalization. Moreover, the basic issues of development economics have been in focus since 1776 within the famous book of Adam Smith “An Inquiry into the Nature and Causes of the Wealth of Nations”. Development economics, it can be argued, has to be concerned not only with protecting its "own" territory, but also with keeping alive the foundational motivation of the subject of economics in general. All the above-mentioned aspects on development economics are the main motivation of this paper. Furthermore, this study tries to analyze, synthesize and recapitulate the integration of teaching and learning in graduate studies. It is the case of an actual course, termed “Development and Growth”, offered in the economics department of the Master of Science program. The study will cover two main analyses: the first analysis, dealing with the specifics of course organization and management and the second one, exploring the students’ projects and their integration with the course.

Zusammenfassung Rollenspiele ermoglichen Lernenden einen Perspektivenwechsel. Dieser kann genutzt werden fur die Auseinandersetzung mit individuellen Bedurfnissen und Handlungen sowie deren Wechselwirkung mit gesellschaftlichen Anforderungen. So konnen beispielsweise Konsumsituationen aus verschiedenen Perspektiven diskutiert und Folgen fur die verschiedenen Akteure beurteilt werden. Schlusselworter: Rollenspiel, Rollenubernahme, Perspektivenwechsel, Anspruchsgruppen, Handlungsspielraume ----- Bibliographie: Theiler-Scherrer, Kathi: Potenzial von Simulationen – Situationen der alltaglichen Lebensfuhrung aufgreifen und gesellschaftliche Mitverantwortung diskutieren, HiBiFo - Haushalt in Bildung & Forschung, 3-2018, S. 77-88. https://doi.org/10.3224/hibifo.v7i3.06

Schweizerische Zeitschrift für Bildungswissenschaften 34 (2012) 3, S. 461-482, Cette recherche problématise la notion de sous cultures disciplinaires à partir de différentes recherches anglo américaines conduites dans les champs de l’analyse de l’implantation de politiques éducatives et de l’apprentissage de l’enseignement. Sur cette base, elle questionne la socialisation des futurs enseignants de l’école secondaire québécoise à des sous cultures propres aux disciplines à enseigner. Elle a pour but de mettre à l’épreuve l’hypothèse selon laquelle les conceptions de futurs enseignants de l’école secondaire québécoise à propos du savoir à enseigner varient selon l’appartenance disciplinaire de ceux-ci. Une enquête par questionnaire a été conduite auprès de futurs enseignants de mathématiques et de français. Une analyse factorielle (ACP) a été menée auprès de 109 étudiants inscrits dans un programme de formation menant à l’enseignement des mathématiques (N= 33) et de français (N= 76). Trois facteurs ont été dégagés. Une ANOVA conduite sur les scores factoriels indique une différence significative entre les futurs enseignants de mathématiques et de français pour chacun de trois facteurs. Sur base de ces résultats, des implications pour la formation à l’enseignement secondaire sont discutées. (DIPF/Orig.), Die Untersuchung thematisiert den Begriff einer fachlichen Subkultur, ausgehend von verschiedenen angloamerikanischen Studien zum Thema der Implementierung von Bildungspolitik. Auf dieser Grundlage hinterfragt sie die Sozialisierung künftiger Lehrpersonen der Sekundarstufe in Québec in eine Art von fachspezifischen Subkulturen. Ziel ist die Prüfung der Hypothese, dass die Lehrkonzepte der künftigen Sekundarlehrpersonen in Québec von ihrer Zugehörigkeit zu einem bestimmten Fach beeinflusst werden. Es wurden eine Fragebogen-Untersuchung bei künftigen Mathematik- und Französischlehrpersonen sowie eine Faktorenanalyse (PCA) bei 109 Studierenden durchgeführt, die entweder das Fach Mathematikdidaktik (N=33) oder Französischdidaktik (N=76) studierten. Drei Faktoren haben sich aus der Untersuchung herauskristallisiert. Eine Varianzanalyse (ANOVA) zeigt einen signifikanten Unterschied zwischen den künftigen Lehrpersonen der Mathematik und des Französischen für jeden dieser Faktoren. Von diesen Ergebnissen ausgehend, werden die Folgen für die Lehrerausbildung auf der Sekundarstufe zur Diskussion gestellt. (DIPF/Orig.)