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Map of the 1858 Atlantic Cable route Bildinformationen anzeigen
Erstsemesterbrownies, Oktober 2017 Bildinformationen anzeigen
Erstsemesterbrownies, Oktober 2017 Bildinformationen anzeigen
Transatlantikdampfer "Berengaria" (1920); Route: Liverpool-New York-Liverpool. Bildinformationen anzeigen

Map of the 1858 Atlantic Cable route

Foto: Von Unbekannt - Howe's Adventures & Achievements of Americans; en:Image:Atlantic_cable_Map.jpg, Gemeinfrei, https://commons.wikimedia.org/w/index.php?curid=622111

Erstsemesterbrownies, Oktober 2017

Foto: Stela Dujakovic

Erstsemesterbrownies, Oktober 2017

Foto: Stela Dujakovic

Transatlantikdampfer "Berengaria" (1920); Route: Liverpool-New York-Liverpool.

Foto: Wikimedia Commons

Competencies Development of English Teacher Trainees

Dr. Ivo Steininger

 

Though typically focused on learners, empirical research on the competence-paradigm is gaining interest in the role of the teacher as well (cf. Gnutzmann/Königs/Küster 2014). Within the field of TEFL, current research is predominantly focussing on the first phase of teacher education (cf. Legutke/Schart 2016). Since competences of English teacher trainees (second phase) have not yet been empirically modelled, the presented explorative study employs qualitative methods to identify components of TEFL-competences and to generate a structural framework by integrating coexisting models and descriptors of the Standards Lehrerbildung, (KMK 2004) and the European Portfolio for Language Teachers in Training (EPOSTL) (Council of Europe 2007).

Designed as a qualitative longitudinal panel analysis (cf. Kromrey/Strübing 2009: 67), the study focuses on a group of seven English teacher trainees throughout the second phase of teacher education. Data is collected through narrative interviews, focussed interviews and written lesson plans and is analysed following principles of inductive qualitative content analysis (cf. Kuckartz 2012) The study applies the following research questions:

  •        Which textual clues hint at competence development?
  •        How does competence development change over time within the sample?
  •        What is the role of educational documents for categorisation (EPOSTL/Standards Lehrerbildung)?

 

Preliminary results indicate that competence development of English teacher trainees is to be described by increasing complexity of evaluative and diagnostic skills and aptitudes. Insights from the research project are already being applied in classroom contexts at the University of Paderborn, seeking to promote professionalisation of students of TEFL, especially in MA.ed. seminars, such as Begleitseminar Praxisemester, Begleitforschungsseminar and Diagnose und Förderung.

 

Timeline for Data Collection

Data Analysis

Inductive Qualitative Content Analysis. (cf. Mayring 2000; Kuckartz 2012)

 

Project Related Publications

with Gerlach, David (2016a). „Fachdidaktische Kompetenzen und fremdsprachliche Professionalisierung: Einblicke in Forschungsprojekte zur 2. Phase der Fremdsprachenlehrerbildung“. Zeitschrift für Fremdsprachenforschung.

with Gerlach, David (2016b). „Professionalisierung und Kompetenzentwicklung in der 2. Phase der Fremdsprachenlehrer(innen)bildung: Akteure, Prozesse, Themen“. In: Legutke, Michael/Schart, Michael. Fremdsprachendidaktische Professionsforschung: Brennpunkt Lehrerbildung. Tübingen: Narr.

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