The Dilemma of Dealing with Persistent Teaching Traditions: Findings of a Video Study

Autor/inn/en	Wyss, Corinne; Kocher, Mirjam; Baer, Matthias
Titel	The Dilemma of Dealing with Persistent Teaching Traditions: Findings of a Video Study
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 43 (2017) 2, S.191-205 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2017.1286782
Schlagwörter	Foreign Countries; Educational Practices; Educational Change; Educational Innovation; Conventional Instruction; Educational Research; Video Technology; Teaching Skills; Primary Education; Elementary School Teachers; Knowledge Level; Lesson Plans; Teacher Characteristics; Teacher Effectiveness; Beginning Teachers; Data Collection; Coding; Classroom Observation Techniques; Experienced Teachers; Comparative Analysis; Classroom Communication; Switzerland; Germany; Austria + Suchen Sie Ihr Suchwort? Ausland; Bildungspraxis; Bildungsreform; Instructional innovation; Bildungsinnovation; Bildungsforschung; Pädagogische Forschung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Primarbereich; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Wissensbasis; Lesson planning; Unterrichtsplanung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Junior teacher; Junglehrer; Data capture; Datensammlung; Codierung; Programmierung; Klassengespräch; Schweiz; Deutschland; Österreich
Abstract	Nowadays, there is a consensus that good teaching and learning needs instructional variation and personalised forms of learning. In teacher education, these concepts have been implemented for years, and prospective teachers are taught accordingly; it is thus assumed that the teaching of novice teachers is in accordance with these new teaching concepts. In the research project "ALPHA", the teaching of novice teachers at the beginning and at the end of their first year in the profession and the teaching of experienced teachers with five or more years of teaching experience was videotaped, so that longitudinal and cross-sectional comparisons were possible. The lessons were analysed by applying a coding system on the instruction and by employing a rater inventory in order to understand the structure and quality of the lessons. Overall, the results indicate high levels of whole class teaching with a rather high level of traditional classroom instruction both for the novice and the experienced teachers. However, the proportions vary depending on the location of teacher education. The results provide evidence that the new teaching concepts learned on the teacher education programme are not necessarily implemented in the classroom and provide possible reasons why this might be the case. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01