Dissertation: Analyse des professionellen Umgangs mit allgemeinen didaktischen Prinzipien

Analyse des professionellen Umgangs mit allgemeinen didaktischen Prinzipien

in einer selbst geplanten und durchgeführten Unterrichtsstunde in der Domäne Wirtschaft und deren Unterrichtsreflexion

Studien zur Berufs- und Professionsforschung, volume 33

Hamburg , 492 pages

ISBN 978-3-8300-9718-1 (print)
ISBN 978-3-339-09718-7 (eBook)

about this book

deutsch english

In the field of economic sciences there are currently no academic studies that treat the analysis of lessons planned and reflected upon by students - and the correlation thereof. The implementation of the Bologna reform changed the academic education of future teachers tremendously. However, the effects these changes have had on the development of lesson planning and reflection have never been analysed empirically, especially how the corresponding institutions (university, teacher training seminars and schools) affect the education of future teachers. In the course of the ILLEV project a teaching-learning concept was implemented in the new Bachelor/Master programs at the chair of Business & Economics Education held by Prof. Dr. Zlatkin-Troitschanskaia at the Johannes Gutenberg-Universität Mainz. The aim of this concept is to systematically connect the academic education of students with the teacher training seminars and schools.

This dissertation analyses in how far students of Business & Economics Education are able to plan lessons in their respective subjects considering criteria of general didactics and profound reflection of their self-planned lessons. In order to determine how profoundly the students reflect on their lessons, a reflection model was created taking into account the current state of research on an international level. There are studies dealing with the analysis of self-planned lessons on the one hand and studies analysing the depth of reflection on the other hand, however what is new is that this dissertation analyses the results and at the same time the correlation between the two. Furthermore the planning and reflection of lessons of the new BA/ MA student body (with the recently implemented learning-teaching concept) and their Diploma peers were analysed and compared qualitatively and quantitatively. The comparison has shown signs of positive results of the teaching-learning concepts which, however, require further surveys to confirm the outcomes.

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