Doktorarbeit: Verbessert ein Grundlagentraining in Transaktionsanalyse die Analysekompetenz für komplexe, schulbezogene Probleme?

Verbessert ein Grundlagentraining in Transaktionsanalyse die Analysekompetenz für komplexe, schulbezogene Probleme?

Eine Untersuchung an Bachelor-Studierenden für Lehramt GHR an der Leuphana Universität Lüneburg

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Schriften zur pädagogischen Psychologie, volume 75

Hamburg , 252 pages

ISBN 978-3-339-11976-6 (print) |ISBN 978-3-339-11977-3 (eBook)

About this book deutschenglish

Complex problem solving is a big challenge for modern society. Dynamic situations with many interdependent variables can be overwhelming and might lead to unwanted side effects. Teachers are challenged, in two separate ways, to cope with complex problem solving. They have to teach their pupils problem solving skills and how to deal with social confrontations in their everyday workplaces, basically at the same time.

The Transactional Analysis as a method is used in pedagogical contexts as a method for various situations. It aims for people to become self-competent and autonomous problem solvers. An empirical examination of the postulated positive effects is therefore necessary. The analysis of the actual state is the basis for successful solution action in complex dynamic systems. Thus, the effects of transactional analytical skills on the analysis of problem situations in schools are examined.

As part of their teacher training, students in the test groups took part in a basic training course in transactional analysis. In advance and afterwards, they formulated questions on real problem descriptions. Based on the development of these queries, the problem analysis competence was examined. The main focus of the research was on the consideration of complex problem characteristics such as polytelia, interdependence and intransparency. In addition, aspects such as experienced emotional stress, self-efficacy expectations, changes in perspective and the use of transactional analytical models were examined.

A specially developed schematic for aspects of school-related problem descriptions is the measuring instrument for this. The development and application of the schematic are discussed in detail and made available to readers. The analysis instrument can be used as a basis for collegial consultation processes and intervision or for personal reflection. The book is written in German and contains an English summary.

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