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Revendiquer une posture dans et sur la subjectivité. Témoignage réflexif contextualisé, enjeux scientifiques collectifs
No full textDiagnostik und Didaktik für den Handschriftunterricht in heterogenen Grundschulklassen
Get PDFHintergrund: Mit der Ratifizierung der UNO-Behindertenrechtskonvention stehen viele Schulen vor der Herausforderung, inklusive Unterrichtsformen zu entwickeln. Die Vielfalt in Klassen wird durch die Inklusion gefördert, was von Lehrkräften vorab als Herausforderung wahrgenommen wird. In diesem Artikel wird erörtert, wie durch den vermehrten Einbezug der Fachkräfte aus der Sonderpädagogik und hier spezifisch aus der Psychomotorik (Psychomotoriktherapie ist in der Schweiz ein sonderpädagogisches Angebot), Fachwissen zur Unterstützung von Kindern mit grafomotorischen Schwierigkeiten mit dem fachdidaktischen Wissen der Lehrkräfte verbunden und so der Unterricht weiterentwickelt werden kann. Die Fachkraft für Psychomotorik bringt beispielsweise diagnostische Kompetenzen in die Zusammenarbeit ein, was für die Ermittlung des Förderbedarfs einzelner Kinder zentral ist. Daraus resultierende variantenreiche Lerngelegenheiten unterstützen die grafomotorische Entwicklung aller Kinder. Diskussion: Um den Einbezug des Fachwissens unterschiedlicher Professionen zu ermöglichen, braucht es entsprechende Voraussetzungen, welche sich in spezifischen Strukturen zeigen. Dies hängt insbesondere von (lokal-)politischen Entscheidungen ab. Ferner müssen spezifische Wirkungen unterschiedlicher Formen multiprofessioneller Zusammenarbeit im Handschriftunterricht noch erforscht werden
Watching a French TV series to learn new vocabulary? The role of pre- and post-viewing activities
Get PDFSeveral studies suggest audio-visual inputs such as TV series support the learning of new vocabulary (e.g. Muñoz et al., 2021; Rodgers & Webb, 2020), and this learning may be enhanced through the use of pre/post-viewing activities (Schmitt, 2008). However, these theories have not yet been studied in the context of adolescent L2 French learners. This study investigates the effect of presence and sequence of viewing activities on the learning of new words in French L2. Seventeen target words of differing word class, length, frequency and occurrence were selected from three 13-15 minute excerpts from the French TV series "Plan Cœur" (Netflix, 2018; total 51 target words). A within-subjects design study was then undertaken in compulsory secondary school in Switzerland, where 97 beginner level L2 French students, aged 13-14, watched the three excerpts with French captions. The participants watched each excerpt in a different condition (episode only, episode and pre-viewing activity, episode and post-viewing activity). In the activities, the participants had to recognise the correct meaning (translation) of target words. Three immediate and one delayed post-test of the same type (meaning recognition) were administered to four upper-level classes (HI) and two lower-level classes (LO). We fit a mixed effects logistic regression model to our data which includes random intersects for each student, each item and each class. The immediate post-test results show that learners in the HI track have a higher (+20%) probability to recall the meaning of the target words than learners in the LO track. With an activity (regardless of pre or post), the probability of a correct recall significantly increases by 15% (HI) and 18% (LO), and there is no significant interaction with track. Similar patterns were observed with the delayed post-test results; however these were not significant. Thus, it seems that the repetition of a new word in the episode and in the activity enhances the learning of new vocabulary for both HI and LO learners. Our results also show that the sequencing of the activity is not decisive. Overall, these results highlight the importance of pre/post-viewing activities when learning new vocabulary through audio-visual input in foreign language teaching. We hope they encourage language instructors to incorporate TV series and pre-/post-viewing activities into their teaching
Predicting undergraduate student evaluations of teaching using probabilistic machine learning: The importance of motivational climate
No full textThe purpose of this study was to understand the complex interactions within a course among motivational climate variables and student evaluations of teaching (SETs) by developing online simulators using probabilistic machine learning. We used data from 2938 undergraduate students in 30 classes to create online simulators based on Bayesian Belief Networks. We created bubble charts, line graphs, and radar charts to show the relationships between the study variables. Findings showed that (a) the motivational climate variables—as measured by the MUSIC Model of Motivation variables—are the largest predictors of SETs, (b) student interest
(in the coursework and instructional methods) is the overall largest predictor of SETs, (c) the relationships between the motivational climate variables and SETS are nonlinear, (d) the ease of the course and demographic variables are only weakly associated with SETs, and (e) the largest predictors of instructor and course rating are
similar, but somewhat different
Trends in vocational education and training research, vol. VII. Proceedings of the European Conference on Educational Research (ECER), Vocational Education and Training Network (VETNET)
Get PDFThis seventh volume of Trends in Research on Vocational Education and Training arrives at a significant moment for European VET and VET research. As researchers from the Vocational Education and Training Network (VETNET) assemble for the 2024 European Conference on Educational Research (ECER) in Nicosia, policymakers and international agencies call on VET more than ever before to combat major problems of economic crisis and societal tension. Yet each of these challenges also requires VET to change itself, moving beyond the foundations of its past success. This volume illustrates some of the ways in which VET research addresses these challenges, reporting examples of recent and ongoing work by members of the network
Rahmenmodell für die Entwicklung von Unterricht. Ein interdisziplinäres Projekt
Get PDFAn der PH Bern entstand im interdisziplinären Diskurs ein Modell zur Unterrichtsentwicklung, das aus sechs Phasen besteht. Es unterstützt Studierende dabei, Unterricht in verschiedenen Fächern planen zu lernen, indem es sie befähigt, fachliche Gemeinsamkeiten und Unterschiede zu begründen. Die Diskussion und die Rückmeldungen der knapp 100 involvierten Dozierenden verdeutlichte, dass eine gemeinsame fachdidaktische Grundlage möglich ist, aber dass es Freiräume braucht, um die Bedürfnisse der Fächer zu berücksichtigen. Das Modell wird nun in der Lehre sowie in Praktika erprobt
The Immigration-Related Political Ideology Scale: Development, factor structure, and validity evidence
No full textThe aim of the present study was to develop and validate the Immigration-Related Political Ideology Scale (IRPIS), designed to measure diverse political perspectives on immigration among US voters. The IRPIS was developed following a series of focus groups and refined through a systematic item-generation process involving expert panels. The scale was validated using a two-step factor analysis with a nationally representative sample of 1292 US voters, divided into exploratory (n = 632) and confirmatory (n = 660) sub-samples. The exploratory factor analysis identified seven distinct factors: conservative views, welcoming attitudes, world regions, flexibility, assimilationist expectations, multicultural expectations, and undocumented immigrant rights. Confirmatory factor analysis provided an acceptable fit (CFI = .901; RMSEA = .050), and the scale demonstrated high internal consistency (Cronbach's alphas ranging from .89 to .97). Inter-factor correlations varied, with strong links observed among welcoming attitudes, flexibility, and multicultural expectations (r’s > .80), confirming a polarization between liberal and conservative stances on immigration. These findings suggest that the IRPIS is the first scale specifically designed to assess immigration-related political orientations in a polarized US context. This tool has important implications for political strategy and policymaking, especially in the context of rising immigration rates and political polarization
Enfoque crítico de una educación global/planetaria en la formación superior de educadores. Una propuesta desarrollada a partir de una cooperación académica entre Colombia y Suiza
No full textIndividualisierung und Flexibilisierung in der Lehrpersonenbildung? Herausforderungen der Studiengangsentwicklung am Beispiel der Pädagogischen Hochschule Bern
Get PDFAn der Pädagogischen Hochschule Bern wurden die Studienpläne der Studiengänge Primarstufe und Sekundarstufe I weiterentwickelt. Ein strategisches Ziel bestand darin, das Studium inhaltlich zu individualisieren und organisatorisch flexibler zu gestalten. Welche Erwartungen von den Leitungspersonen an die neuen Studienpläne gestellt werden und welche Herausforderungen während der Weiterentwicklung erlebt wurden, wird in diesem Beitrag thematisiert. Auf der Grundlage von dreizehn Interviews mit leitenden Personen der beiden Institute und dem Rektor kann gezeigt werden, dass gemäss den Einschätzungen der Befragten die institutionellen Rahmenbedingungen der Institute die Weiterentwicklungen beeinflusst haben, die Erwartungen der Leitungspersonen in den Instituten sich unter anderem deshalb unterscheiden und angenommen wird, dass die Dozierenden bei der Umsetzung der neuen Studienpläne am meisten gefordert sind