Realizing theory-practice transfer in German teacher education: Tracing preliminary effects of a complexity reduced teacher training format on trainees from four subject domains on students' perception of 'self-efficacy' and 'relevance of theoretical contents for practice'.

Autor/inn/en	Klempin, Christiane; Rehfeldt, Daniel; Seibert, David; Mehrtens, Tobias; Köster, Hilde; Lücke, Martin; Nordmeier, Volkhard; Sambanis, Michaela
Titel	Realizing theory-practice transfer in German teacher education: Tracing preliminary effects of a complexity reduced teacher training format on trainees from four subject domains on students' perception of 'self-efficacy' and 'relevance of theoretical contents for practice'.
Quelle	In: RISTAL : Research in Subject-matter Teaching and Learning, 2 (2019) 1, S. 51-60Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2616-7697
DOI	10.23770/rt1824
Schlagwörter	Selbstwirksamkeit; Grundschulpädagogik; Lehramtsstudent; Lehrerausbildung; Referendar; Lehr-Lern-Forschung; Englischunterricht; Geschichtsunterricht; Physikunterricht; Laborstudie; Theorie-Praxis-Beziehung; Berlin; Deutschland
Abstract	This paper introduces a novel teacher training format, the "Teaching and Learning Laboratory-Seminar" (TLL-S) which was first implemented at Freie Universität Berlin in 2016. The TLL-S serves as a response to the demand for both more and better field experiences during early teacher training. There is strong evi-dence to assume that field experience is most effective when linked to such theory inputs perceived by trainees as relevant and embedded into reflective field experiences. Thus, the TLL-S-intiatives delineated here were designed according to a common framework defining a fixed set of consecutive steps allowing teacher trainees to first familiarize themselves with didactic theories, exploring them in a sphere of re-duced complexity, and eventually reflecting their experiences. Consequently, the main objective of this paper is to trace and report the effects of the TLL-S on teacher trainees' self-efficacy development and perception of 'relevance of theoretical contents for practice' in four subject domains (i.e. didactics of Eng-lish, History, Physics, and Primary Education). Preliminary results indicate that complexity reduction of the practice environment provided by the TLL-S allegedly stabilizes teacher trainees' self-efficacy even after repeated field experiences across all subject domains. Furthermore, 'relevance of theoretical contents for practice' was rated higher for the TLL-S than for previous university training formats. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2022/1