#Proforis PHSG
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Bericht Standard Setting Englisch: Projekt ANKER «Anknüpfung der Testaufgaben des Lernpass Plus Englisch und Französisch an den Gemeinsamen Europäischen Referenzrahmen für Sprachen (GER)»
No full textLehrmittelverlag St.GallenPublishe
Exploring parent-child interactions by learning mathematics: Repertoires-in-Use within a kindergarten-family learning environment
No full textMovetiaPublishe
Das doppelte Kompetenzprofil: Ein Beitrag für die Zusammenarbeit von Praxis und Wissenschaft. Eine qualitativ-deskriptive Studie
No full textUm als Fachhochschule die Orientierung an Praxisbedürfnissen sicherzustellen, wird neben der wissenschaftlichen Qualifikation auch der Praxisbezug eingefordert ("doppeltes Kompetenzprofil"). Doch es ist unklar, wie die Bedürfnisse, Haltungen und Erwartungen der klinischen Praxis in Bezug auf die Schnittstelle Fachhochschule-Praxis aussehen. Somit ist es notwendig, die institutions- bzw. bereichsübergreifende Zusammenarbeit und ihre Beteiligten zu beleuchten. Ziel: Der vorliegende Beitrag zeigt auf, welche Bedürfnisse und Haltungen Personen aus der klinischen Praxis hinsichtlich der Zusammenarbeit mit der Fachhochschule haben und was sie von Personen mit doppeltem Kompetenzprofil erwarten. Methode: 24 ausgewählte Vertretende aus Akut-, Rehabilitations- und Geriatriepflegeinstitutionen sind in leitfadengestützten Einzel- und Fokusgruppeninterviews zu den fünf Blockthemen Ist-Zustand, Veränderungsbedarf, Handlungsfelder, Bedürfnisse und Nachhaltigkeit befragt worden. Ergebnisse: Praxisinstitutionen haben ein deutliches Bedürfnis nach Vernetzung und Wissenszirkulation mit der Fachhochschule gezeigt. Diese stehen in Wechselwirkung mit den vier Unterkategorien: Übergeordnetes Ziel, Personalentwicklung, Ressourcen und Rahmenbedingungen. Schlussfolgerungen: Personen mit doppeltem Kompetenzprofil eröffnen eine valide Möglichkeit, Fachhochschulen und Praxisinstitutionen auf konkrete Art näher zusammenzuführen. Ihre komplexen Arbeitswelten erfordern sinnvolle Rahmenbedingungen, gemeinsame Ziele und den Einbezug wichtiger Stakeholder.Publishe
4K’s im Unterricht an Berufsfach- und Mittelschulen. Ergebnisse einer Evaluationsstudie mittels Fragenbogendaten und Unterrichtsbeobachtungen
No full textPublishe
Testing and correlating L2 teachers’ language aptitude with their students’ L2 proficiency development: Research trajectories and challenges of a novel approach to language aptitude
No full textLanguage aptitude (LA) is a key component of L2 learning success (Stansfield & Winke, 2008), correlating strongly with L2 proficiency (Li, 2019). While traditionally conceptualised as a stable ability (Carroll, 1993; Skehan, 1998), recent research has shown that LA may develop with increasing experience (Grigorenko et al., 2000; Sáfár & Kormos, 2008). Additionally, teachers’ language competences (TLC, cf. Burke, 2015; Elder & Kim, 2014) and their prior L2 learning experience (Borg, 2006) are important predictors for their students’ L2 attainment. From the perspectives of socio-constructivist learning theory, lifelong learning ((Billett, 2018) and continuous professional development ((Kuster et al., 2014), L2 teachers remain L2 learners who continuously develop their L2 abilities and teaching and learning competences. Based on the premises that 1) prior L2 learning experience can influence 1a) LA scores, 1b) TLC, and 1c) L2 teaching effectiveness, and that 2) TLC can influence 2a) L2 teaching effectiveness, the question arises in what ways these variables interplay. This work-in-progress presentation outlines a novel approach to LA research in form of a planned study that investigates correlations between L2 teachers’ LA scores, TLC, and their learners’ L2 development as well as the stability of the LA construct. Teachers’ and upper secondary school students’ LA’ scores and L2 proficiency are measured at the beginning (t1) and at the end of the school year (t2). Correlational analyses are conducted post data collection. This paper outlines the rationale and study design, and challenges of testing and correlating teachers’ LA and learners L2 proficiency.Publishe
Erkenntnisse aus dem Projekt Doppeltes Kompetenzprofil (2022-2024)
No full textswissuniversitiesPublishe
Well-being of pre-service teachers: A construct validation study across three countries
No full textTeacher well-being is becoming increasingly important in research and in education policy. However, studies that investigate the well-being of pre-service teachers empirically are still scarce and tend to use instruments that assess general well-being or focus only on negative aspects such as stress and strain. Therefore, this study tests the psychometric properties of the pre-service teacher well-being questionnaire. The questionnaire draws on research in well-being psychology and aims to capture pre-service teacher well-being as a multidimensional and context-specific construct. The underlying model consists of three positive dimensions, (1) positive attitudes towards initial teacher education, (2) enjoyment of initial teacher education, and (3) positive academic self-concept regarding initial teacher education, and three negative dimensions, (4) worries about initial teacher education, (5) physical complaints related to initial teacher education, and (6) social problems in initial teacher education. Evidence presented in this study is based on an online survey that pre-service teachers for primary and secondary school from Switzerland (n = 989; primary education: 76.8 %), Germany (n = 563; primary education: 16.3 %), and Austria (n = 197; primary education: 76.6 %) completed in spring 2022. Results confirmed the factor structure and the reliability of the instrument for all but one factor, and there is evidence for correspondence with other well-being constructs. Furthermore, partial measurement invariance was established between the three countries' subsamples. These findings support the use of the instrument for assessing pre-service teacher well-being. Directions for future research and implications for initial teacher education institutions are discussed.Publishe
