Fachpraktika im Master of Education Französisch aus der Perspektive der Studierenden: Ein Beitrag zur Entwicklung reflexiver Handlungskompetenz?

Autor/in	Schädlich, Birgit
Titel	Fachpraktika im Master of Education Französisch aus der Perspektive der Studierenden: Ein Beitrag zur Entwicklung reflexiver Handlungskompetenz?
Quelle	In: Zeitschrift für Fremdsprachenforschung, 26 (2015) 2, S. 255-285Verfügbarkeit
Beigaben	Anmerkungen
Sprache	deutsch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0939-7299
Schlagwörter	Empirische Forschung; Selbsteinschätzung; Master-Studiengang; Hochschule
Abstract	Student teaching practice and reflection are being deemed increasingly important for initial teacher training. Yet, results of empirical research might call their efficacy into question. There are only few studies dealing with the question of how university classes and teaching practice are linked and how students' reflections can actively be guided. In this article, the author first proposes a definition of students' reflective competence as the ability to integrate teaching experience with the theoretical knowledge acquired in university classes. Subsequently, she will provide a description of the practicum module for future teachers of French and then present students' perceptions (n=19) of the theoretical parts in terms of usefulness concerning reflective competence. Findings show the differences and similarities in the students' views and the university teacher's/researcher's expectations concerning e.g., doing micro-teaching of using the EPOSA portfolio. Overall, this project contributes to the systematic clarification of how reflective competence is developed with the proposed learning material and tasks. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2016/2