11.07.2014

Forschungsprojektpräsentation in Verona

4. Symposium SIG 13 der EARLI


Von 25.28. Juni 2014 nahm HS-Prof.in Mag.a Dr.in Angela Gastager am vierten Symposium der SIG 13 der EARLI (European Association for Research on Learning and Instruction; siehe unter www.earli.org/special_interest_groups/moral_education und www.sig13-verona.it ) teil. Es fand am Department of Philosophy, Education and Psychology an der University of Verona (Italien) statt. HS-Prof.in Mag.a Dr.in Angela Gastager präsentierte erste empirische Befunde aus der Pilotierungsphase des bmbf (20132015) geförderten Forschungsprojekts Wertpräferenzen von Lehramtsstudierenden (Kooperationspartner Fachbereich Erziehungswissenschaft der Universität Salzburg und Private Pädagogische Hochschule Linz). Gedankt wird der bewährten Mitarbeiterin im Forschungsteam Anna Nebel, B.Ed., MA. Nachfolgend die Zusammenfassung aus dem präsentierten Beitrag:

The Wall of Values in a Reflective Praticum of Preservice Teachers Angela Gastager, University College of Teacher Education Styria, Austria Summary: In the study a wall of values, representing the internal value-system of student teachers, is the symbol for feeling and thinking in demanding situations in the practicum at school. The study is situated in an arc of suspense between theory and practice. The specific research questions are: 1. Which values are considered as important for student teachers? 2. How do student teachers perceive and interpret the subject important values? A single case study was done in respect to the cognitive-affective personality system variables and the features for a reflective practicum. Six student teachers participated in a reflected teaching process combined with investigation. Four types of research methods were applied to find out, which values are important in demanding situations and what kind of interpretation the student teachers report. The results show that the value-system is more amplified and specified after the reflective practicum which lasted for one term. The goal and value-system as well as the design qualities of teaching are the most important reported arguments for a demanding teaching situation.        


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