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Linguistic and global citizenship in Swiss and Brazilian Language Education
Full text linkThis poster will present and discuss an innovative transnational project that aims to contribute to sustainable language education, integrating concepts of linguistic (Stroud, 2018; Lim et al, 2018) and global citizenship (Akkari, A. & Maleq, K., 2020; UNESCO, 2014)). This project is a collaboration between the University of Teacher Education of Lucerne, Switzerland, and two Brazilian universities: the State University of Campinas and the State University of Mato Grosso do Sul. It focuses on developing multimodal teaching materials that combine linguistic and global citizenship, promoting sustainable linguistic practices and addressing social justice issues (Freire, 1970/2018; Riley et al, 2024). By employing the COIL approach (Rubin, 2022), the project facilitates intercultural exchange and collaboration between Swiss and Brazilian students and educators. This experience not only enriches participants' educational experiences, but also promotes awareness of sustainable language education (UNESCO MGIEP, 2017). Main results include the creation of multimodal teaching materials, the development of an ethnographic film and the publication of joint research articles. The project also contributes to the internationalization of teacher training by incorporating perspectives from the Global North and Souths, ultimately improving the quality of language teaching and learning across borders and continents
Die Berufswahl ist kein linearer Prozess
No full textBerufsorientierung ist mehr als Informationsvermittlung oder die Suche nach der «richtigen» Anschlusslösung. Sie ist ein Lern- und Entwicklungsprozess – eine Phase, die Reflexion und Unterstützung verlangt. Die Fachhochschule Nordwestschweiz und die Pädagogische Hochschule Bern haben dafür das Hilfsmittel digibe konzipiert, das die Jugendlichen unterstützen soll, reflexive Fähigkeiten zu entwickeln, unterschiedliche Eindrücke zu verarbeiten, Ziele zu setzen oder Entscheidungen vorzubereiten. Eine Evaluation des Instruments zeigt gute Ergebnisse. digibe sollte aber systematisch in den Unterricht eingebunden und differenziert genutzt werden
Le choix de son futur métier n’est pas un processus linéaire
No full textL’orientation professionnelle ne se limite pas à la transmission d’informations ou à la recherche de la « bonne » solution : c’est un processus au cours duquel l’élève apprend et évolue, une phase nécessitant réflexion et assistance. La Haute école spécialisée de la Suisse du Nord-Ouest et la Haute école pédagogique de Berne ont mis au point un outil d’aide à l’orientation nommé digibe, conçu pour aider les adolescents et adolescentes à développer leur raisonnement, faire le point sur leurs expériences passées et leur ressenti, élaborer leurs objectifs ou encore préparer le terrain à leurs décisions. Si l’évaluation réalisée pour juger de la pertinence de l’outil a produit de bons résultats, il convient d’intégrer systématiquement digibe aux cours et de l’utiliser de manière différenciée
The attitudes to inclusion and Teacher Efficacy for Inclusive Practices scales: psychometric properties across Swiss in-service, pre-service, and special education teachers
No full textIntroduction: This study examined the psychometric properties of two widely used scales measuring teacher attitudes (Attitudes to Inclusion Scale; AIS) and self-efficacy (Teacher Efficacy for Inclusive Practices Scale; TEIP and its short form TEIP-SF) toward inclusive education.
Methods: Using a sample of Swiss teachers (N = 1,546), including pre-service regular teachers (n = 147), in-service regular teachers (n = 1,168), and special education teachers (n = 231), we applied confirmatory factor analysis (CFA) and exploratory structural equation modeling (ESEM) to assess factor structure and assessed reliability, convergent validity and discriminant validity of the scales.
Results: Results indicated that ESEM models outperformed CFA models. While the AIS and TEIP-SF demonstrated strong psychometric properties across all evaluation criteria, the TEIP showed limitations in convergent and discriminant validity, particularly in its collaboration factor. Alignment procedures demonstrated approximate measurement invariance of all scales across teacher groups. Latent mean comparisons revealed that special education teachers reported significantly more positive attitudes (d = 0.74–0.88) and higher self-efficacy in instruction (d = 0.69–0.72) and collaboration (d = 0.74–0.78) compared to in-service regular teachers. Pre-service teachers also showed more positive beliefs (d = 0.44) but lower self-efficacy in behavior management (d = 0.22–0.25) than in-service teachers.
Discussion: The findings support the use of the AIS and TEIP-SF for assessing attitudes and self-efficacy toward inclusion across different teacher groups and support domain-specificity of teacher self-efficacy
Auf dem Weg zum Wunschberuf? Kompromisse beim Übertritt in die Berufsausbildung von Lernenden mit Lernzielreduktion.
Full text linkMit Längsschnittdaten aus der Schweiz wird in der vorliegenden Studie untersucht, inwiefern Lernende mit reduzierten individuellen Lernzielen (RILZ) in Berufsausbildungen eintreten können, die den Anforderungen ihres Wunschberufs entsprechen. Die Resultate zeigen, dass Lernende mit RILZ systematisch häufiger schulisch weniger anforderungsreiche Ausbildungen aufnehmen als vergleichbare Lernende ohne RILZ
Akademisches Selbstkonzept und Berufsaspirationen von Schüler:innen der Sekundarstufe I mit reduzierten Lernzielen oder einem Nachteilsausgleich
No full textDas akademische Selbstkonzept und die eng damit verknüpften Berufsaspirationen im Jugendalter beeinflussen die berufliche Position und den sozialen Status im Erwachsenenalter maßgeblich. Bislang fehlt Forschung dazu, wie reduzierte individuelle Lernziele (RILZ) und der Nachteilsausgleich (NAG) mit dem akademischen Selbstkonzept und den Berufsaspirationen Jugendlicher zusammenhängen. Aufgrund bisheriger Studien gilt RILZ als Maßnahme mit überwiegend negativen Auswirkungen, während der NAG eher chancenausgleichend wirkt. Die vorliegende Untersuchung zeigt, dass das akademische Selbstkonzept von Schüler:innen mit RILZ signifikant niedriger ist als in der Kontrollgruppe, während sich Schüler:innen mit NAG diesbezüglich nicht von der Kontrollgruppe unterscheiden. Überdies gingen aus den Analysen keine Unterschiede bzgl. der Berufsaspirationen von vergleichbaren Schüler:innen mit bzw. ohne RILZ / NAG hervor
Aktuelle Forschungsprojekte: RILZCHECK - Vergabe und Auswirkungen von Reduzierten Individuellen Lernzielen
No full textLernende mit besonderem Bildungsbedarf werden in der Schweiz und international zunehmend integrativ in Regelklassen unterrichtet. Im Zuge dieser Entwicklung haben sich in der Schweiz verschiedene integrative schulische Maßnahmen etabliert, um die unterschiedlichen Bedürfnisse aller Lernenden zu berücksichtigen. Die Reduktion individueller Lernziele (RILZ), also eine individuelle Reduktion der Lernziele in einem oder mehreren Fächern mitsamt entsprechenden Anpassungen der Lerninhalte, gehört zu den verbreitetsten dieser Maßnahmen. Die Implementation dieser integrativen Maßnahme unterliegt kantonalen Unterschieden, so ist je nach Kanton unterschiedlich geregelt, welche Instanz RILZ verordnet, ob für die Vergabe von RILZ ein Gutachten einer schulpsychologischen Fachstelle erforderlich ist und ob RILZ zwingend an zusätzliche integrative Fördermaßnahmen geknüpft ist. Gemäß Bundesamt für Statistik waren im Schuljahr 2022/23 schweizweit rund 4.8% aller Lernenden in Regelklassen von Lehrplananpassungen wie RILZ betroffen, wobei dieser Anteil je nach Kanton variiert. Trotz der Bedeutung von RILZ im Schulalltag gibt es bislang kaum Forschung, welche die Vergabe, die Umsetzung sowie die möglichen Auswirkungen von RILZ auf die schulische Leistungsentwicklung und die Bildungsverläufe von Lernenden in den Blick nimmt. Ergebnisse der bislang einzigen systematischen Studie in diesem Bereich, der Berner Längsschnittstudie BELIMA, deuten auf benachteiligende Effekte von RILZ hin, indem RILZ sozial selektiv vergeben wird und sich potenziell negativ auf die schulische Leistungsentwicklung auswirkt. Aufgrund der limitierten Stichprobe verfügt die BELIMA-Studie jedoch nur über begrenzte Möglichkeiten, für andere Schulsysteme verallgemeinerbare Befunde zu schaffen. Das von der Pädagogischen Hochschule Bern geförderte Projekt RILZCHECK knüpft hier an und verfolgt das Ziel, auf Basis von Sekundärdaten einer umfassenden Lernstandserhebung neue Erkenntnisse zur Vergabe und den Auswirkungen von RILZ zu schaffen
How vertical and shared constructive leadership impact teachers’ daily work engagement and affective states: a micro-longitudinal study
Full text linkLeadership in schools has been associated with a range of positive affective outcomes for teachers, as well as positive attitudes toward their work. However, most studies have used retrospective, one-time surveys. This study aims to clarify how leadership influences teachers’ daily work-related attitudes and affective states. Using a microlongitudinal design, it assesses constructive leadership behaviors of principals (‘vertical constructive leadership’) and colleagues (‘shared constructive leadership’) examining their associations with teachers’ daily work engagement and pleasant affective states. Additionally, this study analyzes whether the quality of teachers’ daily work interactions mediates the effects of leadership on outcomes. Multilevel structural equation modeling (MSEM) was used to analyze data from a baseline leadership survey and repeated assessments over a 10-day period (2 measures per day, n = 1313), stemming from 72 teachers in 15 public schools in Switzerland. Teachers reported experiencing both vertical and shared constructive leadership. However, only vertical constructive leadership was positively associated with interaction quality, pleasant affective states, and state work engagement. The effect of vertical constructive leadership on pleasant affective states was mediated by interaction quality. Principals seeking to enhance teachers’ capacity for productive professional activities should increase constructive leadership behaviors as a fertile ground for positive social interactions among staff
How drinking motives mediate associations between sexual orientation and indicators of alcohol use – a study among young Swiss men
Full text linkBACKGROUND: Individuals with a minority sexual orientation have consistently been found to face a greater risk of mental health problems and problematic substance use than heterosexual individuals. The present study examined whether differences in alcohol use or alcohol use disorder (AUD) symptoms across the spectrum of sexual orientations could be explained by drinking motives (i.e. enhancement, social, coping and conformity motives).
METHOD: A non-self-selective sample of non-abstinent, young Swiss men (N = 5,139; mean age = 25.4, SD = 1.25) completed a self-reporting questionnaire on sexual orientation (on a five-point attraction scale: heterosexual, mostly-heterosexual, bisexual, mostly-homosexual, homosexual), drinking motives, alcohol use indicators (e.g. heavy episodic drinking, Alcohol Use Disorders Identification Test-Consumption [AUDIT-C]), and AUD symptoms. Structural equation modelling was used to test whether drinking motives mediated the associations between dummy-coded sexual orientation (with heterosexual men as the reference) and alcohol use indicators or AUD symptoms.
RESULTS: Mostly-heterosexual men exhibited higher scores on alcohol use indicators than heterosexual men, with almost full mediation through their drinking motives, specifically higher enhancement motives. They also reported more AUD symptoms, partially mediated through drinking motives, with comparable contributions from enhancement and coping motives. Homosexual men, however, displayed similar or lower scores for alcohol use indicators and AUD symptoms than heterosexual men, but these differences were not mediated by drinking motives. Indeed, homosexual men exhibited greater coping motives than heterosexual men. No significant results or discernible patterns emerged for bisexual or mostly-homosexual men.
DISCUSSION: These findings highlight the importance of considering the full spectrum of sexual orientations in healthcare and of broadening the focus on drinking motives beyond coping. Understanding the varied motives for alcohol use across the spectrum of sexual orientations facilitates tailored prevention strategies
Teachers’ collective efficacy with regard to inclusive practices—characteristics of a new scale and analyses from Canada, Germany and Switzerland
Full text linkIntroduction: While teachers’ individual and collective efficacy has been extensively studied with regard to promoting students’ academic success, teachers’ collective efficacy regarding inclusive practices has been largely neglected thus far, especially from an international perspective. International comparisons are of particular interest to any country or school system, respectively, as they can help to identify alternative approaches and opportunities for inclusive school development. The scale examined in this paper is ascertaining teachers’ collective efficacy with regard to inclusive education (TEIP-C) and is derived from a scale measuring (individual) Teachers’ Efficacy for Inclusive Practices (TEIP). This scale comprises three subscales termed Inclusive Instruction, Managing Behavior and Collaboration. Our major aim was to validate the tripartite structure of the original TEIP scale for the new TEIP-C scale and to demonstrate measurement invariance of the latter employing an international sample.
Methods: The sample comprised 897 teachers from Canada, Germany and Switzerland. Different Confirmatory Factor Analysis (CFA) models were combined with Exploratory Structural Equation Models (ESEM). Measurement invariance across countries was examined by means of a multiple group confirmatory factor analysis (MGCFA) approach. Afterwards, the variables gender, age and teaching experience were included simultaneously as predictors of collective teaching efficacy to specify a multiple indicator multiple cause model (MIMIC).
Results: We successfully validated the tripartite structure of the original TEIP scale for the new TEIP-C scale and demonstrated its measurement invariance employing samples from Canada, Germany, and Switzerland. Based on similar validations, it now appears possible for researchers to freely combine either of the six subscales focusing on teachers’ individual or collective efficacy with regard to inclusive education in their questionnaires in future studies. While the three country samples did not differ regarding Inclusive Instructions, significant differences in favor of Canadian teachers became apparent for Collaborations (compared to both, Switzerland and Germany) as well as Managing Behavior (Germany).
Discussion: Overall, the results underline the comparably high standards of inclusive teaching in Canada. Additional differences on the basis of the two subscales just mentioned pointed to somewhat lower ratings of collective teacher efficacy with respect to inclusive education by female teachers in Canada and Germany and older teachers in Switzerland