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GRAFOS-2 in Praxis und Forschung. Einblicke und längsschnittliche Untersuchungen in inklusiven Settings.
No full textGrafomotorische Fertigkeiten sind für den erfolgreichen Start in die Schule von zentraler Bedeutung. Lern- und Entwicklungsverläufe wurden in Bezug auf die grafomotorische Entwicklung erst selten untersucht, obwohl deren bessere Kenntnis die Förderung von Kindern mit Schwierigkeiten unterstützen könnte. Im vorliegenden Artikel wird anhand von latenten Wachstumskurvenmodellen gezeigt, dass sich das Instrument Grafos-2 Screening auch für verlaufsdiagnostische Analysen eignet. Hierzu werden längsschnittliche Befunde zur grafomotorischen Leistung von Kindern der ersten und zweiten Klasse sowie zu Einflussfaktoren, welche die grafomotorische Leistung beeinflussen, berichtet
Berufsbildung - Terra incognita? Eine integrative Übersicht über die Ausbildung von Lehrpersonen und Ausbildenden in der Schweiz
Full text linkDer Beitrag vergleicht die Lehrpersonenausbildung in der Berufsbildung und der Allgemeinbildung der Schweiz mit Fokus auf den Sekundarstufen I und II. Unterschiedliche Steuerungslogiken – kantonal in der Allgemeinbildung, national in der Berufsbildung –
prägen Kompetenzverständnisse, Curricula und Bildungsstrukturen. In der Allgemeinbildung dominiert ein fachsystematisches, in der Berufsbildung ein situationsorientiertes Verständnis.
Daraus ergeben sich unterschiedliche Logiken der Curriculumsentwicklung, die ihrerseits die Lehrpersonenausbildung beeinflussen. Der Beitrag plädiert für stärkere Zusammenarbeit, um Lehrpersonenbildung als gemeinsames Gestaltungsfeld weiterzuentwickeln
CONSENT. Schulergänzende Tagesstrukturen: Grundlagen für die Aus- und Weiterbildung der Mitarbeitenden. Projekt CONSENT, Einleitung
Full text linkIntegrating Sustainability into Pre-Service Language Teacher Education: Insights from the University of Teacher Education Lucerne, Switzerland
Full text linkIn the face of global environmental challenges, social inequalities, and economic disparities, educational institutions worldwide strive to align their practices with UNESCO’s goals for sustainable development. For language education, research suggests that fostering multilingualism and transculturalism are crucial competencies for the well-being of diverse communities, as they enhance the ability to understand, tolerate, and negotiate culturally different points of view (de la Fuente, 2022). This article reports on an attempt to promote sustainability within a French and English didactics module at the University of Teacher Education Lucerne, Switzerland. Participants were 46 master’s level pre-service teachers of French or English (or both) at lower secondary level. The goal was to sensitize the participants to the topic of sustainability and to show them ways to consider it in their future teaching. To this end, the topic was addressed in a 90-minute session consisting of theoretical input and practice to explore cultural representations and concepts. At the end of the semester, the topic was revisited using examples of the participants’ projects related to sustainability. Furthermore, familiarity with the topic and relevant concepts were self-evaluated. Results indicate that while the module effectively highlighted the relevance of sustainability in language education, half of the participants felt insufficiently prepared to integrate it into their teaching, citing uncertainties about handling stereotypes and a lack of adequate resources. These findings and the fact that only a few participants established explicit links to the topic of sustainable development in their projects suggest that the subject should be addressed in a more in-depth and more diverse manner in future implementations
Concept Cartoons als Methode der Datenerhebung in einer qualitativen Studie im Textilen und Technischen Gestalten zu Bildung für nachhaltige Entwicklung: Ein innovativer Ansatz
No full textIn der Studie zu Bildung für nachhaltige Entwicklung im Textilen und Technischen Gestalten von Sarah Ryser und Andreas Stettler (2021-2024) wurde die Methode des Concept Cartoons für einen Teil der Datenerhebung eingesetzt. Concept Cartoons unterstützen eine offene Diskussion. Unterschiedliche Meinungen können gleichwertig dargestellt werden und gleichzeitig hilft diese Methode, narrative Interviews zu strukturieren. Im Einklang mit dem Tagungsthema Mitwelt im Wandel wahrnehmen, verstehen und gestalten zeigt der Artikel eine Möglichkeit auf, wie komplexe Themen besprochen und neue Perspektiven zur Erfassung von psychischen und sozialen Ausgangsbedingungen von Lehrpersonen eröffnet werden können.
In the study on education for sustainable development in design and technology from Sarah Ryser and Andreas Stettler (2021-2024), the concept cartoon method was used among others for data collection. Concept cartoons support an open discussion by presenting different opinions equally and provide helpful structure for narrative interviews. In line with the conferencetheme Mitwelt im Wandel wahrnehmen, verstehen und gestalten the article presents an approach for discussing multifaced topics and opening up new perspectives for assessing the psychological and social baseline conditions of teachers
Ethische Herausforderungen im Umgang mit Information. Informationsethische Grundlagen einer Ethik für Archive
No full textEthische Fragen im Umgang mit Information stellen sich im Zuge der Digitalisierung immer häufiger und immer drängender – nicht zuletzt auch in den Tätigkeitsbereichen von Archiven. Der Beitrag stellt den Versuch vor, informationsethische Prinzipien aufzustellen, deren Anwendung es auch Institutionen wie Archiven erlaubt, ein ethisches Profil zu erstellen. Ein solches Profil ist eine Hilfestellung bei der Beantwortung ethischer Fragen, ermöglicht es aber auch, in gesellschaftlichen Diskursen einen begründeten ethischen Standpunkt zu vertreten
Promoting inclusion of peers with special educational needs: effects of a curriculum-based diversity awareness program
Full text linkStudents with special educational needs (SEN) often face rejection from peers. Research suggests that intervention programs can enhance students’ attitudes and social participation of peers with SEN. However, many teachers lack the resources or time to implement comprehensive programs. The extent to what easy-to-implement teaching units have positive effects is less clear. Based on the Theory of Planned Behavior, this study assessed the effect of a series of classroom lessons based on the teaching resource Prinzip Vielfalt on students’ attitudes, subjective norms, perceived behavioral control (PBC), and their intentions to include peers with SEN.
In a cluster-controlled trial, 51 elementary school classes (3rd–6th grade) were assigned to either the experimental or waiting-control group based on the timing of teachers’ registration for a continuing education course. The experimental group consisted of 34 classes (652 students), where teachers implemented a standardized 12-lesson plan over a 6-week period, while the control group continued with their regular curriculum. Data were collected at three points: pre-test, post-test, and follow-up three months later. Student self-report measures were analyzed using mixed-effects and mediation models in R.
Analyses indicated no significant long-term effects for PBC or inclusion intentions. However, attitudes and subjective norms toward peers with disabilities improved significantly. Further, mediation analyses revealed significant indirect effects of attitudes and subjective norms on inclusion intentions. Thus, while the intervention did not directly influence intentions, it had a positive effect on attitudes and subjective norms, which could enhance inclusive behavior over time. Thus, carefully constructed, accessible, and easy-to-implement teaching resources such as Prinzip Vielfalt demonstrate promising effects on inclusive peer behavior
Multiprofessionelle Zusammenarbeit im Handschriftunterricht. Untersuchungen zur Einschätzung der Zusammenarbeit und der Belastung in unterschiedlichen Fördersettings
Full text linkIm Rahmen des Nationalfondsprojekts «Settings der Förderung der Grafomotorik» (grafset) wurde in einer breit angelegten Interventionsstudie unter anderem die multiprofessionelle Zusammenarbeit zwischen Psychomotoriktherapeut:innen und Lehrpersonen untersucht. Im vorliegenden Beitrag stehen deren Einschätzungen bezüglich der Zusammenarbeit und der Belastung in unterschiedlichen Fördersettings (separativ/integrativ/inklusiv) im Zentrum. Die Ergebnisse zeigen einen deutlichen Vorteil für das inklusive Setting bei gleichbleibender Belastung für die Lehrpersonen und die Psychomotoriktherapeut:innen
The Perceived Value of Interprofessional Practice According to Classroom Teachers, Special Education Teachers, and Speech-Language Pathologists
Full text linkPurpose: When working with students with speech, language, and communica-tion needs, classroom teachers (CLTs), special education teachers (SETs), and speech-language pathologists (SLPs) must engage in interprofessional practice (IPP). According to the expectancy-value model, IPP adoption is partially contin-gent on its perceived value. The objective of this study was to analyze whether and how the perceived value of IPP differs across four domains (interest, costs, benefits for the specialist, and benefits for the students) among the three profes-sional groups and the extent to which various factors affect this perception. This study focuses on school-based professionals in the Canton of Bern, Switzerland, working under the same administrative authority and in accordance with the same guidelines.
Method: A total of 317 staff members from mainstream schools in Bern, Swit-zerland (142 CLTs, 89 SETs, and 86 SLPs), completed an IPP questionnaire. Confirmatory factor analysis was used to compare the four domains of per-ceived values between groups, and structural equation modeling was used to assess the impact of various factors.
Results: SETs showed the most positive perception of IPP across all domains, whereas CLTs and SLPs were less positive. Self-reported competencies in IPP positively influenced the perceived value of CLTs and SLPs; however, percep-tions were more negative at the secondary school level for CLTs and SLPs.
Conclusion: Since CLTs, SETs, and SLPs in the Canton of Bern, Switzerland, operate under the same administrative guidelines, the differences in perceived value of IPP are attributed to their distinct professional backgrounds and work environments
Lower Secondary Students’ Well-Being Profiles: Stability, Transitions, and Connections with Teacher–Student, and Student–Student Relationships
Full text linkBackground: Classroom relationships are known to be one of the most important yet complex predictors of student well-being. However, this complexity is frequently not considered, and it remains unclear whether students with different well-being profiles and their transitions are impacted differently by teacher-student and student–student relationships.
Objective: This study aims to examine secondary school students’ well-being profiles, their transitions over time, and their connection to teacher-student and student–student relationships.
Methods: Participants included 757 Swiss secondary school students from grade 7 (47.8% female; Mage = 13.12, SDage =.60) to grade 8 (44.6% female; Mage = 13.92, SDage =.81). Latent profile analysis was conducted to classify students based on a multidimensional construct of student well-being, encompassing positive and negative emotions and cognitions toward school. To examine profile stability and transitions over time, latent transition analysis was used, and relationships with teacher-student closeness and conflict as well as student–student cohesion were analyzed.
Results: Four well-being profiles emerged: flourishing, perfectionist, worried, and ambivalent. Profiles varied in the composition of well-being dimensions, with school worries prevalent across all profiles. Students with high positive emotions transitioned to profiles with lower well-being, while those with high negative emotions remained in less favorable profiles. Teacher-student closeness and student–student cohesion supported favorable transitions, whereas teacher-student conflict hindered positive changes.
Conclusions: The identification of four distinct well-being profiles highlights individual differences in well-being and the interplay of positive and negative emotions. Teachers may play a pivotal role in preventing transitions to less favorable profiles, emphasizing the importance of fostering supportive classroom relationships