Lesefördertypen: Wissen von Berufsschullehrkräften zur Lesekompetenzförderung : eine qualitativ-empirische Studie.

Autor/Urheber	Kugler; Gabriela
Titel	Lesefördertypen: Wissen von Berufsschullehrkräften zur Lesekompetenzförderung : eine qualitativ-empirische Studie.
Quelle	Publikationsserver der RWTH Aachen University (2015) PDF als Volltext kostenfreie Datei
Sprache	deutsch
Dokumenttyp	online; Monographie
Schlagwörter	Erziehung; Schul- und Bildungswesen; Textverständnis; individuelle Förderung; Metakognition; Kognition; Unterricht; metakognitive Strategien; Qualitative Sozialforschung; Experteninterviews; Fragebogen; Mayring; Kruse; Interviewanalyse; Texthermeneutik; qualitative Inhaltsanalyse; Berufsschule; berufliches Schulwesen; Grundlagenforschung; Förderung; pädagogische Psychologie; Deutsch; Pädagogik; Sprachwissenschaft
Abstract	This empirical study is a part of empirical educational research ; within the research field of professional teachers' knowledge on fostering reading competence in vocational schools. It aims at providing a valid empirical base of the role of vocational teachers in fostering their students' reading competence. To answer the question of how well informed vocational teachers are about promotion projects for improving reading competence ; perceptions and attitudes on fostering reading competence are researched. The results are condensed in a typology of four types of professional knowledge and behaviour in fostering reading competence. Results suggest that the influence of vocational teachers on fostering schemes is determined by their perceptions and attitudes towards the subject ; i.e. fostering schemes for reading competence. Sample results indicate that these perceptions and attitudes are generally not consciously reflected and form a part of the recurrently ascertained problem-situation in weak reading competence of vocational students. To approach vocational teachers is therefore an important starting point to constructively face the problem in the context of the German educational system. The data was compiled within a larger DFG-project and consists of data collected from participating teachers. The concept of Reciprocal Teaching to foster reading competence was adopted and implemented in German vocational schools. For nine months ; 25 teachers in 30 vocational schools in the vicinity of Stuttgart ; Baden-Wuerttemberg ; (Germany) were supported in implementing the adopted reciprocal teaching concept. Beforehand ; they were trained in the concepts' four basic reading strategies of summarizing ; clarifying ; questioning ; predicting and the didactical editing of these strategies. Data was collected with 17 guided interviews ; the guideline for the interviews included the results of a partly standardized questionnaire which was answered by 21 of the participating teachers. The Axiom-Matrix and the typology give a major input on the empirical foundation of fostering reading competence in the German vocational system. Furthermore ; this study wants to give ideas on the organization and evaluation of teacher training and therefore boost the reading competence of vocational students.
Anmerkungen	Aachen : Publikationsserver der RWTH Aachen University (2015). = Aachen ; Techn. Hochsch. ; Diss. ; 2015
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