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AutorenKreis, Annelies; Schnebel, Stefanie; Musow, Stephanie
TitelWhat do pre-service teachers talk about in collaborative lesson planning dialogues? Results of an intervention study with Content-focused Peer Coaching.
QuelleAus: Peer Coaching in der praxissituierten Ausbildung von Lehrpersonen. Landau: Verlag Empirische Pädagogik (2017) S. 80-106    Verfügbarkeit 
ReiheLehrerbildung auf dem Prüfstand. Sonderheft. 2017
Spracheenglisch
Dokumenttypgedruckt; Sammelwerksbeitrag
SchlagwörterLehrerbildung; Unterrichtsplanung; Mentoring; Kooperation; Schule; Unterricht; Didaktik; Lehrerausbildung; Lehramtsstudent; Peer Group; Interventionsstudie
AbstractPeer coaching between pre-service teachers during internships has been shown to be helpful for their learning. However, not much is known regarding related processes during peer coaching dialogues. Therefore, we studied the processes and outcomes of Content-focused Peer Coaching (CPC) in terms of student teacher learning and competence and the quality of lesson planning dialogues in an interdisciplinary, mixed-methods and bi-national project. This contribution explores the extent to which the content of planning dialogues between student teachers can be enriched by a training with CPC. The approach suggests systematic collaborative and co-constructive planning, teaching and reflection of lessons in peer dyads, with reciprocally changing roles as coach and coachee (Kreis & Staub, 2017). A crucial element of CPC is a set of core issues related to the planning and reflection of lessons, a cognitive tool that may inspire the content of dialogues. Teacher students of an intervention group (N=65) from 1 German and 3 Swiss universities were trained for CPC embedded in a regular study course (2x90’). After the training, dyads of teacher students were asked to plan a lesson concerning scientific inquiry in biology. Participants of the control group (N=54) performed an identical task but without any training for coaching. The 119 planning dialogues were videotaped, transcribed, and analyzed with pragma-linguistic discourse analysis. The results show that teacher students of the intervention group discussed a broader variety of issues and spent more time doing so than did their colleagues of the control group. The study gives insights into peer coaching dialogues as an additional opportunity to learn during initial teacher education, which may complement expert mentoring.
Erfasst vonExterner Selbsteintrag
UpdateNeueintrag 2018-08
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