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Gestures in the classroom
No full textGestures play an important role in the everyday life of schools. Ritualised, institution-specific gestures such as pupils raising their hands serve the purpose of confirming the demands and norms of the school as an institution. In addition, there are many physical expressions whose meaning is unclear. Their semantics are doubly unstable: firstly, it is open to interpretation whether an action in the classroom is perceived as clear and not ambiguous, and secondly, it is unclear whether a gesture can be seen as intentionally disruptive.
This chapter investigates how and why a pupil’s gestures are interpreted as disruptive by a teacher and what explanatory paradigms are applied in doing so. The analysis shows the ways in which student gestures are understood as symbols of a world outside education
Longitudinal Associations Between Core Self-Evaluation, Vital Exhaustion and Hair Cortisol in Teachers and the Mediating Effects of Resignation Tendency
Get PDFWork-related stress appears to be especially high among teachers. However, most research on teacher stress relies exclusively on teachers’ self-reports. Little is known about the physiological correlates of affective stress in teachers. This longitudinal study investigates the relationship between core self-evaluation and adverse psychological and physiological stress outcomes in 42 teachers. Self-report questionnaires were used to assess core self-evaluation, vital exhaustion, and resignation tendency. The concentration of cortisol was assessed using hair samples. One year after the initial measurement, vital exhaustion and hair cortisol were assessed again. Path-analytic mediational models showed that core self-evaluation strongly predicted vital exhaustion, and resignation tendency partially mediated this relationship. However, core self-evaluation did not predict hair cortisol concentration. These findings suggest that core self-evaluation plays a crucial role in preventing vital exhaustion among teachers. A positive core self-evaluation seems beneficial for teachers’ primary and secondary appraisal and an essential resource for the long-term prevention of self-reported vital exhaustion
Distributed leadership, teacher autonomy, and power relations between headteachers and teachers under low-stakes accountability conditions: An ethnographic account from Switzerland
Get PDFDistributed leadership is propagated internationally as an effective means to improve teaching and learning in schools. Increasingly it is acknowledged that practices of distributed leadership depend on its context, not only on the school level but also on the larger governing conditions. This article discusses how distributed leadership is put into practice within a “loose” governing regime with low-stakes accountability. The example is taken from Switzerland, where the strengthening of leadership is one of the core instruments of New Public Management reforms, while high-stakes accountability instruments have not been implemented. By taking a governmentality perspective, the article analyses the (self-)governing practices that distributed leadership generates between headteachers and teachers in a primary school. It argues that a “loose” accountability regime produces an opaque field of power relations, in which the self-governing imperative of distributive leadership conflicts with claims of traditional teacher autonomy
Die Herausforderung dialogisches Sprechen mittels Tasks zu lehren: Wenn ein verbreitetes Modell an einen spezifischen Kontext angepasst werden muss
No full textTask-based Language Teaching (TBLT) hat sich als Sprachlernansatz in der Fachdidaktik Englisch etabliert (Müller-Hartmann & Schocker-vonDitfurth 2010). Der Artikel zeigt auf, wie Willis Unterrichtsformat (J. Willis 1996, D. Willis & Willis 2007) für die Organisation eines aufgabenorientierten Unterrichts im Bereich dialogisches Sprechen für den Schweizer Volksschulkontext konkretisiert werden kann. Dabei wird diskutiert, welche Lerngelegenheiten dialogische Lernaufgaben bieten und welche Herausforderungen sich bei der Implementierung in der Volksschule ergeben können. Aus der Diskussion werden Empfehlungen für die Vorbereitung auf eine Sprechaufgabe und den Einsatz anderer als der Zielsprache abgeleitet. Die gemachten Aussagen werden als TBLT-Modell für dialogische Sprechaufgaben zusammengefasst
Entwicklungen hin zur Inklusion: aktueller Stand und nächste Schritte - Ein Gespräch zwischen zwei Wissenschaftlerinnen über Barrieren, fördernde Bedingungen und Ländervergleiche
No full textAktuelle Forschungsprojekte: Langfristige Bildungsverläufe von ehemaligen Regelschüler/innen mit integrativen schulischen Maßnahmen (LABIRINT)
Get PDFIm Zuge von schulischen Integrationsbestrebungen wurden in den letzten zwanzig Jahren schweizweit verschiedene integrative schulische Maßnahmen eingeführt und ausgebaut. Mithilfe dieser Maßnahmen soll eine bestmögliche schulische und soziale Entwicklung für Lernende mit besonderem Bildungsbedarf in zunehmend heterogener werdenden Klassensettings in Regelschulen gewährleistet werden (Luder, 2018)
