Search results for: Austria
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This article presents information about the current state of teacher education for gifted pupils in Austria, Belgium, Finland and Slovakia with the focus on sustainability. These countries were chosen because of very different perceptions of the gifted education and teacher training. The review of the issues of teacher training for gifted pupils reveals that despite the great attention provided to the education of gifted pupils, the education of teachers of gifted learners has been neglected.
Updated: Jun. 07, 2017
Researching the Impact of Teacher Professional Development Programmes Based on Action Research, Constructivism, and Systems Theory
This article examines the topic of professional development programmes’ impact. Concepts and ideas of action research, constructivism, and systems theory are used as a theoretical framework. These concepts are combined to describe and analyse an exemplary professional development programme in Austria.
Updated: Sep. 24, 2015
The Centre for Educational Research and Innovation launched a project in a number of countries, which focuses on how ‘innovative learning environments’ can contribute to offering meaningful and sustainable learning experiences for learners in the twenty-first century. This article presents the main findings of the Austrian part of the project. The article discusses whether and how the development of ILE is possible against the background of school routines and a school system that seems to be successfully resistant to change.
Updated: Nov. 19, 2014
Peer Mentoring Styles and Their Contribution to Academic Success Among Mentees: A Person-Oriented Study in Higher Education
This study had two objectives. The first objective was to examine peer mentoring styles and their correspondence to the mentoring styles associated with traditional mentoring. The second objective was to determine whether mentoring styles were related to the academic performance of mentees. The findings indicated three mentoring styles: Motivating master mentoring, informatory standard mentoring and negative minimalist mentoring. The results indicated that motivating master mentoring had a positive influence on poor academic performers.
Updated: Jun. 25, 2013
This paper represents the collaborative efforts of two college faculty, one in the USA and one in Australia, exploring notions of internationalization of colleges of education and research on multilingualism and teacher education. The article focuses on two questions: in what ways can teacher educators enhance their expertise to prepare teachers for multicultural teaching in a global context? How can teacher educators and institutions create contexts and experiences where teachers and prospective teachers develop their knowledge, skills and dispositions to teach from an international and multicultural perspective?
Updated: Oct. 12, 2010
Reflective Development and Developmental Research: Is There A Future for Action Research as A Research Strategy in German-Speaking Countries?
In this paper, the authors want to clarify their concept of action research and to provide arguments for the need to re-evaluate the research potential of this approach. The authors illustrate the arguments by an analysis of one of the most successful in-service education of teachers' courses in Austria, which is based on action research. The paper ends with a theoretical discussion of frequent objections against action research in the German research tradition.
Updated: Jun. 23, 2010