Search results for: Germany
Page 4/6 53 items
General Pedagogical Knowledge of Future Middle School Teachers: On the Complex Ecology of Teacher Education in the United States, Germany, and Taiwan
This article reports how the general pedagogical knowledge test was conceptualized in the context of Teacher Education and Development Study in Mathematics. The researchers from the United States, Germany, and Taiwan worked together and used representative samples of future middle school teachers in these countries from a survey which conducted on 2008. Findings revealed that U.S. future middle school teachers were significantly outperformed by future teachers in Germany and Taiwan. Furthermore, the data revealed that U.S. future middle school teachers had a relative strength in generating classroom strategies but a weakness in recalling knowledge and analyzing problems.
Updated: Apr. 08, 2013
Mathematics Teacher Education Quality in TEDS-M: Globalizing the Views of Future Teachers and Teacher Educators
This article seeks to explore teacher education quality in terms of effectiveness among various countries. This study shows that future teachers report that they benefit from both academic and school-based instructors in every participating country. Data indicate that United States have well-organized programs and the most synchronized teaching in TEPs at both the lower secondary and primary levels.
Updated: Feb. 18, 2013
Emerging Teachers–emerging Identities: Trust and Accountability in the Construction of Newly Qualified Teachers in Norway, Germany, and England
The current article focuses on the construction of teacher identities in terms of trust and accountability. The article provides a comparison of the perspectives of new teachers from Norway, Germany, and England about their relationships to significant ‘others’, and how these influence their lives as teachers. The findings revealed a variation between these three national school systems in the ways that trust and accountability impact teachers' identity.
Updated: Jan. 09, 2013
The current research aims to add to the body of knowledge about different types of feedback. This paper reports the investigation of different types of automated model-based feedback. The study examined three forms of model-based feedback using different methods-concept mapping and written text-for presenting the solution of a task to be solved. Seventy-four students from a German university participated in this experimental study and were randomly assigned to one of the three experimental groups: (a) cutaway feedback, (b) discrepancy feedback, and (c) expert feedback.
Updated: Mar. 13, 2012
This article examines the learning strategies and learning-related emotions of German teacher trainees. Characteristics of German teacher trainees are identified through comparisons with German students on educational science course, and through comparisons with Swedish teacher trainees. It was found that there are national differences between German and Swedish teacher trainees.
Updated: Dec. 20, 2011
Professional Development across the Teaching Career: Teachers’ Uptake of Formal and Informal Learning Opportunities
The goal of this study was to investigate teachers’ uptake of different learning opportunities from the beginning to the end of the teaching career. The authors focused on in-service training as an example of formal learning opportunities and on teacher collaboration and the use of professional literature as two examples of informal learning opportunities. Results showed that formal learning opportunities (in-service training) were used most frequently by mid-career teachers, whereas informal learning opportunities showed distinct patterns across the teaching career.
Updated: Nov. 04, 2011
Intercultural Learning in English as Foreign Language Instruction: The Importance of Teachers’ Intercultural Experience and the Usefulness of Precise Instructional Directives
This paper focuses on the teaching of intercultural topics in the context of English as a foreign language (EFL) at German schools. The article presents the results of an analysis of data from a larger study. The study examined the intercultural experience of teachers and observable aspects of instruction. The findings reveal the impact of teachers’ intercultural experience on the quality of their intercultural instruction.
Updated: Apr. 14, 2011
Is the Grass always Greener? The Effect of the PISA Results on Education Debates in Sweden and Germany
The current article describes the political debates that comparative international studies such as the Programme for International Student Assessment have given rise to in Germany and Sweden. As a result of the assessments, both countries have gone outside their borders in order to find new models and policy norms. The article analyzes whether or not the debate on educational policy in the two countries plays a role in policy borrowing.
Updated: Jan. 25, 2011
Theory and Evidence on Governance: Conceptual and Empirical Strategies of Research on Governance in Education
A type of studies called ‘Governance Studies’, ‘Governance Research’ or ‘Governance Perspective’ has recently evolved in German-speaking social sciences. The goal of this article is to make accessible the strand of research which has not yet been extensively published in languages other than German. Further, the article intends to explore its links and relationships to other European research approaches.
Updated: Oct. 29, 2010
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