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PFLa Multiple-Integrated
AustrianIn-service Training Course
Leopold MathelitschUniv. Graz
PPedagogy
FSubject didactics
LTeachers
1982 - English, German Language, History, Mathematics
1994 - Natural Sciences (Biology, Chemistry, Physics)
General StructureTwo years
Three seminars of one week
Five regional meetings of 1 ½ days
Observation of class-practice
Two papers
Experts in pedagogy, didactics, subjects
Interaction between participants
Integration 1Pedagogy – Subject Didactics – Content
Action Research Implicit knowledge in action
Reflection in action
Reflection on action
Action Research
A systematic study of a social situation with a view to improving the action in it.
(J. Elliot, 1991)
Researchers seek to describe, interpret and explain events whilst seeking to change them for the better.
(M. Bassey, 1998)
Action Research Action Research aims at improving practice rather than
producing knowledge.
ObjectivityParticipative Action Research (PAR)Critical Friends
Publication
Cycle of Action ResearchAction
Observation Question
Collection of data
InterpretationReflection
Planning
Start
Publication
Cycle of Action Research
From: http://www.kaytejudge.com/blog/
Integration 1Pedagogy – Subject Didactics – Content
Publication
Miniature: Documentation of an actual statusInvestigation with two tools
Study: Documentation of a changeScientific literature
Integration 2Biology – Chemistry– Physics
Problems in interdisciplinary teaching
Experts in the fields
Willingness to cooperate
Material
Interdisciplinary Teaching
Seminar 1
Seminar 2
Seminar 3
WATER
ELECTROMAGNETISM
COMMUNICATION
Interdisciplinary Teaching
Seminar 1
Seminar 2
Seminar 3
WATER
COMMUNICATION
HISTORY OF A CANDLE
Interdisciplinary TeachingPh – Ch Bio – Ph Bio – Ph - Ch
Integration 3Primary – Secondary I– Secondary II
Secondary II – Secondary IUniversity
5 years
gymnasium (10 – 18 years)
Pedagogical Academy
3 years
secondary school(10 – 14 years)
Integration 3Primary – Secondary I– Secondary II
PrimaryPedagogical Academy
3 years
primary school(6 – 10 years)
Science
poor education in science
difference in age
Integration 3Primary – Secondary I– Secondary II
Evaluation
Reflection
Internal Evaluation
External Evaluation
Oral: Each morning of a seminar day
Questionnaires: After each seminarEnd of course
Questionnaires: Before, after courseVideo analysis: Before, after course
Internal Evaluation
1 2 3 4 50
10
20
30
40
50
60
70
General Reflection
Were you satisfied with the course?1 not at all … 5 very much
Primary School Secondary School
Were you satisfied with the group work?1 not at all … 5 very much
Primary School Secondary School1 2 3 4 50
10
20
30
40
50
60
70
80
Group Work
A. Schuster
Positiva
Experim
ente
Pub Science
Team
Vortrag Peter P
osch
Konzept/I
nhalte/V
orträge
Umgang mite
inander/Klim
a
Unterkunft/V
erpflegung
Wasse
runtersuch
./Stationen
Organisation
RG-Gruppen
SchülerIn
neninterviews
Analysegesp
räch
Gespräch
e/Vernetzu
ng
Exkursi
on
Aktionsfo
rschung generell
Gemeinsam m
it Sek
Entwick
eln von Aufgaben
0
10
20
What was best?
Seminar 1 Seminar 2
Experim
ente/Stationen
Pub Science
/Egg Race
Team
Austausch
/Vernetzu
ng
Gruppenarbeiten/-p
uzzle
Programm/Konze
pt
Vorträge/In
puts
Umgang mite
inander/Gruppenkli
ma
Unterkunft/V
erpflegung
Organisation/Z
eitmanagement
RG-Gruppen
SchülerIn
neninterviews
Analysegesp
räch/A
ktionsfo
rschung
Exkursi
on
Neue Ideen
Eingehen auf Wünsch
e
Erwartu
ngen erfüllt
Alles
Weg vo
m Alltag
0
10
20
30
What was best?
Seminar 1 Seminar 2
General structure of the course
Experimental work
A. Schuster
External Evaluation
Questionnaires: Before, after the two-years course
Interest
Competences
Knowledge
No significate gain
Individualisation
Pedagogical content knowledge
External Evaluation
Video Analysis: Before, after the two-years course
Cognitive Activation Optimization
Competence of analysing a
teaching situation
Training in video analysis
No training in video analysis
F. Müller, I. Andreitz, J. Mayr
Problems / Questions
Impact on students
Impact on schools
Recognition
Costs
PPedagogy
FSubject didactics
LTeachers
Profit for Learners