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Assisting in a computer science education centre as a field-based internship for pre-service teachers
No full textBackground and Context
To offer more experiences in the field, our study employed secondary school pre-service teachers as assistants in courses for secondary school students learning computer coding with the help of smart textiles.
Objective
Did pre-service teachers assisting in CS courses have more highly developed pedagogical content knowledge (PCK) and more positive attitudes toward computer science teaching than a control group.
Method
We administered a teacher questionnaire (N = 47) with items related to pre-service teachers’ awareness of CS and attitudes toward CS learning environments. Data on emotional experiences were collected.
Findings
Two moderate effects helped to explain variances between the groups on measures of belief in effectiveness of CS learning and peer support over time. Their positive experiences were confirmed by their decline in negative emotions.
Implications
The results of our research might help to expand our not yet very broad knowledge of meaningful educational experiences for pre-service teachers’ CS education.SmartfeldPublishe
Multiperspektivität an außerschulischen BNE-Lernorten am Beispiel der Ausstellung „Wer ist Landwirtschaft?“
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Exploring the potential of AI for relating test tasks to the CEFR
No full textStandard-setting methods to establish cut scores for CEFR levels rely on expert judgements (Figueras et al. 2009), making it a resource-intensive undertaking. Modern artificial intelligence (AI) applications based on Large Language Models offer the opportunity to train chatbots for specific tasks, thus opening the possibility for exploring the potential of AI for standard-setting purposes. This exploratory study was conducted in the context of a standardized French L2 achievement test for lower secondary in a European country. In two virtual standard-setting workshops for reading and listening, 13 experts related 85 ordered items to the CEFR using the item-descriptor matching method (Ferrara & Lewis 2012). To investigate the potential of AI, we specifically created a ChatGPT version for relating the same test items to the CEFR. We employed different versions of the AI model by varying the information included in the prompt (e.g., scales, descriptors, sample expert ratings). To fulfill the requirement of alignment, it is crucial that AI use does not remain a «black box» (British Council, UKALTA, EALTA and ALTE 2022), thus calling for documentation of performance characteristics of AI models (Mitchell et al. 2019). We evaluate the performance of the AI application using a Rater Accuracy Model (Engelhard et al. 2018), which calculates the distance between the expert panels’ reference ratings and the AI ratings. In addition to sharing our results, we will also outline the experiences, challenges and limitations of this exploratory study and critically discuss the potential of using AI for standard-setting to complement human rating.Lehrmittelverlag St.GallenPublishe
What Explains The Intention Of Primary Student Teachers To Teach Outdoors?
No full textOutdoor Teaching (OT) has been identified as a success factor for implementing Education for Sustainable Development (ESD) in primary teacher education and school practice. It is described as a key to reconnecting students with the world they live in, especially with nature. Self-efficacy to teach outdoors and a lack of sufficient teacher training are the main barriers to implement outdoor teaching (Waite, 2020; Wolf et al., 2022). We asked students at the beginning of studies at Universities of Teacher Education in Switzerland about their interests to learn OT in their training. Teacher students would particularly like a more in-depth study of planning and organising OT as well as class management. In an online survey, we assessed their experiences, believes, perceptions of environmental problems and self-efficacy to teach outdoors. We try to explain their motivation to learn about OT with their attitudes and believes about OT effects on students and teachers and their enjoyment of nature (Eccles & Wigfield, 2002).Stiftung Mercator SchweizFondation SalviaPublishe
Teacher Educator Professionalism in the Age of AI: Navigating the New Landscape of Quality Education
No full textThis conceptual chapter discusses how requirements for teacher educator professionalism may be impacted by the integration of Artificial Intelligence (AI) in teacher education. With the aim to continuously facilitate high-quality teacher education, teacher education institutions must evolve in alignment with the rapidly changing landscape of AI and the respective shifting educational needs. Amidst this evolution, we argue that profound AI Literacy and AI-related ethical knowledge constitute two additional and inextricably intertwined knowledge facets of teacher educator professionalism essential for an ethical and effective integration of AI into teaching practices: and thus crucial for high quality teacher education. The paper explores avenues through which these facets of teacher professional competence and quality education can be fostered on the micro, meso and macro levels of institutional education. By consolidating the specific requirements in a framework for teacher educator professionalism in the age of AI, we highlight the necessity for continuous adaptation of teacher education institutions, ongoing multidisciplinary collaboration, and the provision of periodic professional development of educators. Finally, the chapter presents a concrete practical example and future research directions in AI and education with the aim to contribute to the advancement of quality education in the AI era.Publishe
Eine qualitative Bewertung der Stärken und Schwächen deutschsprachiger Erklärvideos im Pflegebereich
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Ästhetisches Erfahren Jugendlicher im Kontext ästhetischer Bildung und kultureller Teilhabe reflektieren: Eine Untersuchung basierend auf der phänomenologisch-orientierten Textsorte der Vignette und bildnerischer Produktion (Master Fachdidaktik Künste)
No full textDie vorliegende Untersuchung fokussiert das Reflektieren von Bildungsmomenten im Kontext ästhetischer Bildung und kultureller Teilhabe. Die Auseinandersetzung geht von ästhetischen Erfahrungen Lehramtsstudierender aus, welche mittels der phänomenologischen Textsorte der Vignette sowie einer bildnerischen Umsetzung stattfand. Im Theorieteil der Masterarbeit werden die inhaltlich relevanten Aspekte in den Bereichen ästhetische Erfahrung, Phänomenologie, ästhetische Bildung und kulturelle Teilhabe dargelegt. Basierend auf den folgenden beiden Fragestellungen werden im Rahmen von Leitfadeninterviews sowie einer Fragebogenumfrage Antworten gefunden.
Forschungsfrage 1: Wie lassen sich Bildungsmomente beschreiben, welche Lehramtsstudierende bei der Auseinandersetzung mit ästhetischen Erfahrungen anhand der phänomenologisch-orientierten Textsorte der Vignette machen?
Forschungsfrage 2: Wie können diese Bildungsmomente im Sinne der ästhetischen Bildung und der kulturellen Teilhabe reflektiert und bewusst gemacht werden?
Die Ergebnisse zeigen, dass das Reflektieren der einzelnen Bestandteile der Untersuchung bei den Studierenden einerseits zu einer Erweiterung an Betrachtungsmöglichkeiten sowie andererseits zum Erleben transformatorischer Vorgänge, welche die Veränderung von Denk- und Handlungsweisen betreffen, führte. Dies wurde von den Studierenden als ein ästhetischer Bildungsprozess wahrgenommen, welcher sich durch seine Ganzheitlichkeit und seinen fachübergeordneten Anspruch auszeichnet. Aufgrund dessen stufen die Studierenden das Ermöglichen und Begleiten ästhetischer Bildungsprozesse als unabdingbar hinsichtlich ihrer zukünftigen Tätigkeit als Lehrpersonen für Bildnerisches Gestalten der Sekundarstufe I ein.Publishe