Vernetzte Kompetenzen statt trägen Wissens – Ein Studienmodell zur konsequenten Vernetzung von Fachwissenschaft, Fachdidaktik und Schulpraxis

Barzel, Bärbel; Eichler, A.; Holzäpfel, Lars; Leuders, Timo; Maaß, Katja; Wittmann, Gerald

doi:10.1007/978-3-658-10261-6_3

Cited by 9 publications

(2 citation statements)

References 14 publications

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“…All courses comprise reflective elements on the methods and the epistemology of mathematics as a discipline, for example, the role of proof on different levels of rigor, experimentation in mathematics, etc. (Barzel et al, in press). Therefore we expect to find relevant growth in competence areas that address the level of reflection on mathematical processes and meta-mathematical issues.…”

Section: The Studymentioning

confidence: 99%

Assessment of Mathematical Competencies and Epistemic Cognition of Preservice Teachers

Rott

Leuders

Stahl

2015

Zeitschrift für Psychologie

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Assessment in higher education requires multifaceted instruments to capture competence structures and development. The construction of a competence model of preservice mathematics teachers’ mathematical abilities and epistemic beliefs allows for comparing different groups at different stages of their studies. We investigated 1st and 4th semester students with respect to their epistemic beliefs on the certainty of mathematical knowledge (assessed by both denotative and connotative judgments) and their mathematical abilities (defined as critical thinking with respect to mathematical problem situations). We show that students’ beliefs change during the first four semesters, and that the level of critical thinking does not depend on belief orientation but goes along with the level of sophistication of the epistemic judgments uttered by the students.

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Section: The Studymentioning

confidence: 99%

Assessment of Mathematical Competencies and Epistemic Cognition of Preservice Teachers

Rott

Leuders

Stahl

2015

Zeitschrift für Psychologie

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“…Against this backdrop, several attempts to improve university teacher education in German speaking countries have been realised in the past years. As a part of this objective, many projects have aimed to strengthen the links between the study components subject matter and subject matter didactics in different subjects and with individual emphasis (e.g., Barzel et al, 2016;T. Bauer & Partheil, 2009;Beutelspacher, Danckwerts, Nickel, Spies, & Wickel, 2011;Diehr, 2018;Freudenberg, Winkler, Gallmann, & von Petersdorff, 2014;Hecke, 2010;Prediger, 2013;Weiglhofer, 2004).…”

Section: 0mentioning

confidence: 99%

Reducing Fragmentation in University Pre-Service Teacher Education

Hanke

Hehner²,

Bikner-Ahsbahs³

2021

EDeR

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We report insights from a design research study in higher education that aims at overcoming pre-service teachers’ experiences of fragmentation in their educational programmes. The design approach started from the assumption that fragmentation could be reduced by initiating and conducting boundary crossing between practices in subject matter and subject matter didactics courses at university. Following this assumption, the design principle of boundary crossing by design(ing) for interlinking subject matter and subject matter didactics (domain-specific pedagogy) was implemented in two subjects in pre-service teacher education at university, one in mathematics and one in English language teaching. The linking between subject matter and subject matter didactics we strive for is two-fold: On the one hand, it requires curricular and organisational dovetailing of the courses involved (boundary crossing by design); on the other hand, it requires a study space where students are urged to try to interlink the courses’ contents in their thinking and acting (boundary crossing by designing). Following this design principle, a nested design approach is developed in which students’ designs of teaching practice is interlocked with the design of courses at university level. In this paper, we illustrate two kinds of findings by empirical examples: a conditional model for the intertwined realisation of the two types of linking, and interlinking strategies as heuristics for the pre-service teachers’ thinking and acting.

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Ein Schema zur kriteriengeleiteten Erstellung und Dokumentation von Lernumgebungen mit Einsatz digitaler Medien

Platz

2020

MINTUS – Beiträge Zur Mathematisch-Naturwissenschaftlichen Bildung

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Vernetzte Kompetenzen statt trägen Wissens – Ein Studienmodell zur konsequenten Vernetzung von Fachwissenschaft, Fachdidaktik und Schulpraxis

Cited by 9 publications

References 14 publications

Assessment of Mathematical Competencies and Epistemic Cognition of Preservice Teachers

Assessment of Mathematical Competencies and Epistemic Cognition of Preservice Teachers

Reducing Fragmentation in University Pre-Service Teacher Education

Ein Schema zur kriteriengeleiteten Erstellung und Dokumentation von Lernumgebungen mit Einsatz digitaler Medien

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