Project PHIactio
Relation between Pre-Service Teacher’s Beliefs and their Teaching Practice
PHIactio characterizes the relation between the beliefs of pre-service teachers and the quality of teaching of given miniature lessons.
There is consensus that teacher beliefs influence teaching practice. While this relation has been shown for the subject of mathematics (Dubberke et al., 2008), existing studies could not reproduce the same result for teaching physics (Seidel et al., 2006; Vogelsang, 2014). Aim of the project at the Goethe-University is to investigate this relation using a video study method for physic lessons. A central goal of this project is the measurement of pre-service teachers’ teaching practice. For this purpose, pre-service teachers create miniature lessons with standardized length (ca. 12 minutes), size (half a class) and topics (free-hand-experiment in mechanics). Each miniature lesson is recorded and its quality of teaching is rated by peers of the teaching group and their pupils. Afterwards, the recorded videos will be used by the participants for reflecting their own teaching and it also allows an observer rating that uses a rating manual based on the PERLE study (Lotz et al., 2013). The sample consists of 86 pre-service teachers.
Selected Publications
Korneck, F., Kohlenberger, M., Oettinghaus, L., Kunter, M., & Lamprecht, J. (2013). Lehrerüberzeugungen und Unterrichtshandeln im Fach Physik. In PhyDid B (Hrsg.), Beiträge zur DPG-Frühjahrstagung 2013.
Korneck, F., Oettinghaus, L., Kunter, M., & Redinger, R. (2015). Überzeugungen und Handlungen von Lehrpersonen – Messung von Unterrichtsqualität in komplexitätsreduzierten Settings des Physikunterrichts. In U. Rauin, M. Herrle, & T. Engartner (Hrsg.), Videoanalysen in der Unterrichtsforschung – Methodische Vorgehensweisen und aktuelle Anwendungsbeispiele. Weinheim: Beltz Juventa.
Krüger, M., Korneck, F., Oettinghaus, L., & Kunter, M. (2015). Bewertung von Unterrichtsqualität – Schulart- und lehrkraftspezifische Unterschiede. In S. Bernholt (Hrsg.), Heterogenität und Diversität – Vielfalt der Voraussetzungen im naturwissenschaftlichen Unterricht. Gesellschaft für Didaktik der Chemie und Physik, Jahrestagung in Bremen 2014 (S. 127-129). Kiel: IPN.
Funding
