Reflecting on Personal Routines to New Ways of Teaching by German Geography Teachers: Effects of a Teacher Training Project in North Rhine-Westphalia

Autor/inn/en	Krohmer, Maxim; Budke, Alexandra
Titel	Reflecting on Personal Routines to New Ways of Teaching by German Geography Teachers: Effects of a Teacher Training Project in North Rhine-Westphalia
Quelle	In: Journal of Curriculum and Teaching, 9 (2020) 4, S.55-74 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-2677
Schlagwörter	Intervention; Teaching Methods; High School Teachers; Theory Practice Relationship; Geography Instruction; Teacher Attitudes; Lesson Plans; Problem Solving; Behavior Change; Faculty Development; Foreign Countries; Knowledge Base for Teaching; Metacognition; Team Teaching; Teacher Collaboration; Group Discussion; Germany + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Theorie-Praxis-Beziehung; Geography education; Geography lessons; Geografieunterricht; Lehrerverhalten; Lesson planning; Unterrichtsplanung; Problemlösen; Ausland; Teaching theory; Theory of teaching; Unterrichtstheorie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teamteaching; Lehrerkooperation; Gruppendiskussion; Deutschland
Abstract	The gap between educational knowledge that is taught in universities and actions by teachers can be sizeable. A sustainable change in teachers' efforts requires particular sensitivity and awareness of this gap between subject-specific educational thinking and acting and between theory and practice. This study explored the extent to which a reflection on personal routine in class undertaken by geography teachers, and the associated awareness of their deficits ("the gap"), can contribute to a change in action. In this study, ten teachers from German Gymnasiums in North Rhine-Westphalia participated in a four-month-long intervention. The teachers had to document their lessons, work through possible deficits in peer discussions, and discuss solutions. The results showed that although intervention helped raise awareness of deficits, it was not enough to bring about a lasting change in teachers' actions. Possible causes for this lack of lasting change are reflected upon, and teacher training consequences are considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01