Fortbildungen von Lehrerinnen und Lehrern in Baden-Württemberg

Cramer, Colin; Johannmeyer, Karen; Drahmann, Martin

doi:10.25656/01:16567

Cited by 5 publications

(3 citation statements)

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“…About two-thirds of the integrated works considered in this review were intervention studies. With a median duration of three months, the professional development programs investigated in those studies were relatively intensive to programs usually offered to teachers (Cramer et al, 2019). As we expect the intensity of programs to enhance effectiveness, the effect sizes estimated in this study may have overestimated the true effects of professional development.…”

Section: Limitationsmentioning

confidence: 80%

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Does Professional Development Effectively Support the Implementation of Inclusive Education? A Systematic Review and Meta-Analysis

Donath

Lüke

Graf

et al. 2022

Preprint

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Inclusive education is a reform aimed at educating all students in general classrooms, independent of diversity features such as special educational needs, giftedness, or migration. Its successful implementation requires teachers with professional knowledge about inclusive education, skills to address the diverse needs in the classroom, and positive beliefs toward inclusive education. Teachers are provided with professional development opportunities, but are these effective in improving their learning process and positively impacting students’ behavior and achievement? We conducted a systematic review and meta-analysis to address this question. The screening of 12,050 search results revealed 342 eligible studies with more than 155,000 participants and 1,123 effects from four outcome categories: teachers’ knowledge, skills, and beliefs and students’ behavior and achievement. We observed positive, though varying, effects on all four outcome categories: large effects on knowledge regarding inclusive education (g = 0.93), moderate effects on teachers’ skills (g = 0.49), small effects on teachers’ beliefs (g = 0.23) and small-to-moderate effects on student behavior (g = 0.37). We also examined factors that might explain the differences in the strength of training effects. The data suggest that long-term training with high practical relevance and active learning opportunities facilitates transfer to schools.

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Section: Limitationsmentioning

confidence: 80%

“…Moreover, the majority of standard designs of professional development programs do not follow these guidelines (e.g., Cramer et al, 2019).…”

Section: Approaches To Support Teachers' Learning About Inclusive Edu...mentioning

confidence: 99%

Does Professional Development Effectively Support the Implementation of Inclusive Education? A Systematic Review and Meta-Analysis

Donath

Lüke

Graf

et al. 2022

Preprint

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“…Demzufolge geht es im Kontext inklusiven Unterrichts nicht um einen statischen Kompetenzbegriff, sondern um die Anwendung professioneller Handlungskompetenz in konkreten Anwendungssituationen in der Schule (European Agency for Development in Special Needs Education, 2012). [3] Die Professionalisierung in der ersten (Studium) und zweiten (Referendariat) Phase der Lehrkraft(aus)bildung gilt nicht als abschließend (Cramer, Johannmeyer & Drahmann, 2019). Es stellt sich daher die Frage nach Möglichkeiten zur systematischen Erweiterung der professionellen Handlungskompetenz in der dritten Phase (berufsbegleitend) der Lehrer*innenbildung.…”

Section: Professionelle Handlungskompetenz Von Lehrkräften Im Inklusi...unclassified

Bewertung einer prozessbegleitenden Qualifizierung zur inklusiven Schul- und Unterrichtsentwicklung durch die teilnehmenden Lehrkräfte

Behr,

Urton,

Krull

et al. 2023

QfI

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Die Erweiterung professioneller Handlungskompetenz von Lehrkräften durch Fortbildungsmaßnahmen zur erfolgreichen Umsetzung schulischer Inklusion wird häufig diskutiert. Da die Professionalisierung in der ersten (Studium) und zweiten (Referendariat) Phase der Lehrkraft(aus)bildung nicht als abschließend gilt, besteht der Bedarf der gezielten und planvollen Erweiterung dieser in der dritten Phase (berufsbegleitend) der Lehrer*innenbildung. Dies soll durch Fortbildungsmaßnahmen, konzipiert auf Basis des Forschungsstands zu wirksamen Fortbildungsmaßnahmen und des erweiterten Angebots-Nutzungs-Modells zur Erklärung beruflichen Lernens von Lehrkräften nach Lipowsky (2014), erreicht werden. Eine konkrete Überprüfung der Modellannahme zu Einflussfaktoren auf die Bewertung und Wirksamkeit von Fortbildungen existiert bislang nicht. Ziel des vorliegenden Beitrags ist es deshalb in einem ersten Schritt die Faktorenstruktur (Prädiktoren) des Modells zu prüfen. Anschließend wird mittels eines regressionsanalytischen Vorgehens untersucht, ob diese Prädiktoren zur Vorhersage der Fortbildungsbewertung durch Lehrkräfte geeignet sind. Die Ergebnisse bestätigen die angenommene Faktorenstruktur. Diese erweist sich auch über die einzelnen Fortbildungsmodule hinweg als stabil. Weiterhin zeigten sich Zusammenhänge zwischen personenbezogenen Voraussetzungen sowie der Qualität/Wahrnehmung und Nutzung des Angebots und der Bewertung der Fortbildung, während dies für die Kontextfaktoren fraglich blieb. Abschließend werden die Ergebnisse diskutiert und in den bisherigen Forschungsstand eingeordnet. Abstract The expansion of teacher competence through professional development for the successful implementation of inclusion is often discussed. Since professionalization in the first (studies) and second (traineeship) phase of teacher training is not considered final, there is a need for targeted and planned expansion of this in the third phase (in-service) of teacher training. This is to be achieved through professional development, based on the research of effective professional development and the offer-and-use-model of teacher training according to Lipowsky (2014). A concrete evaluation of the model and factors that influence the rating and effectiveness of professional development does not yet exist. Therefore, the aim of this paper is to test the model’s factor structure (predictors) as a first step. Subsequently, a regression analysis is used to examine whether these predictors are suitable for predicting the rating by teachers. The results confirm the assumed factor structure which also proves to be stable across the individual training modules. Furthermore, correlations between personal prerequisites, the quality/perception and the use of the offer, as well as the evaluation of the in-service training, were found, while they remained questionable for the contextual factors. Finally, the results are discussed and placed in the current research.

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Innovating teaching and instruction in turbulent times: The dynamics of principals’ exploration and exploitation activities

2022

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In turbulent environments, schools have to adapt to constantly changing conditions. According to ambidexterity theory, whether they are successful in this primarily depends on their leaders and how they manage the tension between the use of current knowledge (exploitation) and the search for new knowledge (exploration). Through unique top-down and bottom-up pathways, they thus influence the innovation outcome of a school. However, it is so far unclear whether these assumptions are correct. Using data from a panel of principals who are representative of Germany and were surveyed before and during the COVID-19 pandemic, we therefore investigate if and how school leaders adapted to the turbulent environment caused by the pandemic and evaluate the extent to which this had an impact on their schools’ innovations in teaching and instruction. The results demonstrate that principals’ exploration activities increased markedly during the pandemic, while their exploitation activities decreased noticeably. Further, a focus on the use and refinement of existing knowledge in comparatively predictable (pre-COVID-19) environments harmed principals’ readiness to explore new knowledge in increasingly uncertain environments. Nevertheless, exploitation had positive consequences for the innovativeness of schools, and exploration goes along with more radical innovations in teaching and instruction. Our research suggests that schools that innovatively addressed the COVID-19 pandemic had school leaders who were able to quickly shift between the two modes of exploitation and exploration. A capacity to transition seamlessly between these modes of thinking and working thus appears to be vital for the longevity of schools.

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Fortbildungen von Lehrerinnen und Lehrern in Baden-Württemberg

Cited by 5 publications

References 0 publications

Does Professional Development Effectively Support the Implementation of Inclusive Education? A Systematic Review and Meta-Analysis

Does Professional Development Effectively Support the Implementation of Inclusive Education? A Systematic Review and Meta-Analysis

Bewertung einer prozessbegleitenden Qualifizierung zur inklusiven Schul- und Unterrichtsentwicklung durch die teilnehmenden Lehrkräfte

Innovating teaching and instruction in turbulent times: The dynamics of principals’ exploration and exploitation activities

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