Auf die Lernbegleitung kommt es an! : Konzepte und Befunde zu Praxisphasen in der Lehrerbildung

• Other Authors: Hesse, Florian (Editor), Lütgert, Will (Editor)
• Format: eBook
• Published: Bad Heilbrunn Verlag Julius Klinkhardt 2020
• Subjects: Teacher training; Lehrerbildung; Lehrerausbildung; Lernbegleitung; Praxissemester; Schulpraxis; Pädagogische Praxis; Schulpraktikum; Lehramtsstudent; Kompetenzerwerb; Pädagogische Kompetenz; Lernkonzept; Lehrerbildner; Unterrichtsbeobachtung; Unterrichtsanalyse; Reflexion <Phil>; Mentor; Hochschule; Schule; Peer Group; Lernwerkstatt; Coaching; Lehrberuf; Hochschulbildung; Professionalisierung; Wohlbefinden; Lehramtsstudiengang; Handlungskompetenz; Einstellung <Psy>; Dozent; Lehrer; Feed-back; Interaktion; Gespräch; Besprechung; Unterricht; Audioaufzeichnung; Diagnostik; Kohärenz; Mentoring; Mentorprogramm; Unterrichtsentwicklung; Übergang Studium - Beruf; Qualifizierung; Hochschullehre; Hochschulforschung; Fortbildung; Biologieunterricht; Entwicklungsforschung; Beziehung; Peer-Beziehungen; Kompetenzentwicklung; Kompetenz; Selbsteinschätzung; Tandem-Methode; Geschlechtsspezifischer Unterschied; Kollegiale Beratung; Qualifikationsentwicklung; Austausch; Beratung; Moderator; Moderation; Lernprozess; Grundschule; Außerschulischer Lernort; Lernumgebung; Primarbereich; Ethnografie; Beobachtung; Forschendes Lernen; Belastung; Stressbewältigung; Wirksamkeit; Digitale Medien; Beruflicher Stress; Lehrer-Alltag; Bildungsangebot; Online-Kurs; Auditives Medium; Zufriedenheit; Quantitative Forschung; Qualitative Forschung; Empirische Untersuchung; Empirische Forschung; Interview; Leitfadeninterview; Studie; Fragebogenerhebung; Explorative Studie; Grounded Theory; Evaluation; Niedersachsen; Thüringen; Nordrhein-Westfalen; Mecklenburg-Vorpommern; Hessen; Deutschland; Teacher education; Teachers' training; Practical semester; Semester practical training; Practical training in school; Practice period at school; Student teachers; Teacher educators; Observation of teaching; Analysis of teaching process; Teaching analysis; Higher education institute; School; Peer groups; Learning workshop; Apprenticeship trade; Teaching profession; Higher education; University level of education; Professionalization; Well being; Well-being; Preservice Teacher Education; Competence for action; Competence to act; Lecturer; Teacher; Interaction; Conversation; Teaching; Diagnostic; Learning and teaching development; Teaching improvement; Qualification; Higher education lecturing; University lecturing; University teaching; Academic research; Further education; Further training; Biology lessons; Teaching of Biology; Peer relationship; Skill development; Competency; Self-rating; Gender-specific difference; Counselling; Deliberation; Guidance; Learning process; Elementary School; Primary school; Primary school lower level; Educational Environment; Learning environment; Primary education; Primary level; Ethnography; Observation; Stress management; Educational offer; Educational offerings; Educational opportunities; Educational possibilities; Educational provision; Online courses; Satisfaction; Quantitative research; Qualitative research; Empirical study; Empirical research; Questionnaire survey; Lower Saxony; Thuringia; North Rhine-Westphalia; North-Rhine Westphalia; Mecklenburg-Western Pomerania; Germany; Practice
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 Within and outside Germany, practical phases in teacher education have been expanded in recent years. In contrast, empirical studies show that it is not primarily the duration of the internships but their qualitative design that is significant for the acquisition of competencies by the students. Against this background, the academic examination of concepts of learning support is gaining in importance. The authors in this volume take up this assumption and present ten context-bound learning support concepts and their empirical examination. Using qualitative and quantitative research methods, theory-based hypotheses are tested and framework conditions are included in the discussion. In this respect, the results of the studies presented promise on the one hand in-depth insights into the opportunities and challenges of learning support services in the school internship, and on the other hand they point to desiderata for further studies in this field of research.