Staub
Fakultäten » Philosophische Fakultät » Erziehungswissenschaft, Institut für (per 1.2.2012 Zusammenlegung mit dem Institut für Gymnasial- und Berufspädagogik) » Prof. Dr. Kurt Reusser » Staub
Completed research project
| Title / Titel | Learning to teach through guided didactic reflection: A case study in the coaching of student teachers | ||||
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| Abstract (PDF, 14 KB) | |||||
| Summary / Zusammenfassung | Teacher education has repeatedly been criticized for not being effective. As one remedy, various coaching models have been proposed to develop professional knowledge. Little is known, however, on processes and substantive issues addressed in the coaching of teachers. In many European countries, didactic competency is understood to be at the heart of teaching expertise. In some institutions for teacher training, in addition to teaching courses, professors of didactics also coach student teachers. This enables them to individually assist didactic thinking linked to student teachers' practice. Such a practice of guided didactic reflection is documented and analyzed in a collaborative case study. The espoused beliefs of a professor of general didactics are delineated and confronted with video taped coaching visitations. Coaching dialogues are analyzed for underlying tacit strategies and for the kind of learning occasions created for student teachers. | ||||
| Publications / Publikationen | Eggenberger, K. & Staub, F. C. (2001). Gesichtspunkte und Strategien zur Gestaltung von Unterrichtsnachbesprechungen: Eine Fallstudie. Beiträge zur Lehrerbildung, 19(2), 199 - 216. | ||||
| Keywords / Suchbegriffe | coaching, teacher training, professional development, didactics, teacher thinking | ||||
| Project leadership and contacts / Projektleitung und Kontakte |
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| Funding source(s) / Unterstützt durch |
Others Institute for Learning, Learning Research and Development Center, University of Pittsburgh |
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| In collaboration with / In Zusammenarbeit mit |
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| Duration of Project / Projektdauer | Nov 1997 to Nov 2001 |