Forschungsschwerpunkt: Reflection

Projektdetails

Hochschule
Pädagogische Hochschule Wien
Sprache
Projektleitung gesamt
Kemsies, Ronald; Hochschulprofessor Mag. Dr.
Projektleitung intern
Kemsies, Ronald; Hochschulprofessor Mag. Dr.
Interne Projektmitarbeiter/innen
Externe Projektmitarbeiter/innen
Hellmayr, Georg; Mag. (KPH)
Kooperationspartner
Laufzeit
2018 – 2021
Beschreibung
Das Ziel des Forschungsprojekts ist es ein fachdidaktisches Self-Assessment Instrumentarium zu erstellen. Dieses besteht aus Literatur-basierten can-do Deskriptoren, mit Hilfe derer Studierende als auch Lehrende ihre fremdsprachdidaktischen Fähigkeiten analysieren, reflektieren und durch zielgerichtete Folgehandlungen (z.B. Fortbildung, Literaturstudium, etc.) professionalisieren können.
Beschreibung (engl.)
The aim of this research project is to create a methodological self-assessement tool. It will consist of literature-based can-do descriptors which will help pre-service and in-service primary English language teachers to analyze and reflect on their methodological competencies. This will furthermore enable them to foster their continuing professional developement.
URL
Bericht

Projektdetails

Hochschule
Private Pädagogische Hochschule Linz
Sprache
Projektleitung gesamt
Rominger, Christian; Mag. Dr.
Reitinger, Johannes; Dr. Dr. habil. Priv.-Doz.
Projektleitung intern
Reitinger, Johannes; Univ.-Prof. Dr.
Interne Projektmitarbeiter/innen
Schneckenleitner, Eva; Mag. BA
Seyfried, Clemens; Dr.
Externe Projektmitarbeiter/innen
Fink, Andreas; Assoz. Univ-Prof. Mag. Dr.
Kooperationspartner
Laufzeit
2012 – 2017
Beschreibung
This study showed for the first time a stable and replicable pattern of brain activity during reflections of pedagogically relevant situations. The process of reflecting was associated with increased TRP in the upper alpha band at occipital sites. Interestingly, virtually the same pattern of brain activity was observed six weeks after the first assessment session (in a subgroup with no intervention). In addition, the pattern of TRP was found to be modulated by individual differences in reflection-competence, the propensity to take own beliefs, thoughts, and intentions, and the beliefs, thoughts and intentions of the observed into account (i.e., interpretations with observer-awareness; Frith, 1992; Weinberger & Seyfried, 2009). Specifically, higher reflection-competence was associated with increased TRP at occipital sites.
Taken together, the results suggested that reflections, as an important concept of pedagogical education (Jay & Johnson, 2002; Körkkö et al., 2016), were reflected in reliable functional EEG brain activation patterns, and secondly this EEG pattern was modulated by individual differences in reflection-competence.
Not least, this study also concludes that students’ reflection-competence can be supported with the SURE training (Seyfried, 2002). SURE might help teacher students to increase their situational reflection competence, what seems to be an indispensable condition for a professional performance based on their experiences in classrooms and other pedagogical settings (vgl. Seyfried & Reitinger 2013).
Beschreibung (engl.)
URL
Bericht