04.09.2011 1 Personalisation in Teacher Education Christian Kraler Department of Teacher Education and School Research University of Innsbruck [email protected]EARLI Conference 2011, Exeter UK Personalisation in (Initial) Teacher Education I. Introduction & Framework II. Studies 31 August 2011 [email protected]2 III. Consequences
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Personalisation in Teacher Education · Personalisation in Teacher Education Christian Kraler Department of Teacher Education and School Research University of Innsbruck [email protected]
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04.09.2011
1
Personalisationin
Teacher Education
Christian Kraler
Department of Teacher Education and School ResearchUniversity of Innsbruck
„There are many important questions about teacher education that deserve exploration. Some of these can be answered by causal and correlational studies, while others cannot. All, I think, are worth asking [...].“ (Cochran-Smith, 2005, p. 9)
04.09.2011
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EARLI Conference 2011, Exeter UK Personalisation in (Initial) Teacher Education
In this area of tension TE, TES, universities, decision makers, schools etc. act.
How can one become a self confident and competent teacher if„we“ (institutions, TE) impose on him oder her the way
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EARLI Conference 2011, Exeter UK Personalisation in (Initial) Teacher Education
„One of the biggest problems of education ishow to combine the submission to regulatedforce with the ability to use one‘s ownfreedom. Because compulsion is nessecary.How can I cultivate freedom under constraint? I should accustom my pupils to tolerate aconstraint of his freedom At the same time
Immanuel Kant (1724-1804)
constraint of his freedom. At the same timeI should instruct him to use his freedom well.“Kant (1803). On Pedagogy
dialectic problem of individual need and social demand
social network of teacher specific university subjects
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EARLI Conference 2011, Exeter UK Personalisation in (Initial) Teacher Education
guideline-based interview study
Basic information: age, sex, siblings, parents occupation, seniority How/why did you start working in the area of TE (incl. relevant qualifications)
Teacher Educators and their concept ofTeacher Education (Qualitative Study, ongoing)
y y g ( q )What is your key-message in everyday work with TES How do you verify that it is received by the TES? Learnability (born teacher vs. trained teacher)
40 Interviews (~1/2 hour)TE from Germany and (47,5%), Austria (52,5%), corr = 0.69sex: female = 62,5%, male = 37,5%Working area: ITE 67,5%, Induction 37,5%, CPD 45%
evaluation:refer to tacit/implicit knowledge, gut feelingobservationsinformal talks
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EARLI Conference 2011, Exeter UK Personalisation in (Initial) Teacher Education
Analysing the following data sets:
Developmental Portfolios (qualitative) ~60 Professional Development Portfolios written during the first 6-9 semesters of ITE ~ 15 to 40 pages Topic: the professional competence development during the period of ITE
Students(qualitative study)
Biographical Interviews (qualitative) graduated teaches 20 biographical interviews focused on the individual student-teacher career ~ 1 hour each Initial Question: how and why did you become a teacher student
subjects: reflection/own concepts sense making cumulative logic fundamental ideas room for integraton culture of subject ~ incoherence subject didactics tensions
positive experience (success) everyday school life(variety)
supervision self-confidence fault tolerance
clarification of personal relations balance guest visits-own teaching
- videography
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EARLI Conference 2011, Exeter UK Personalisation in (Initial) Teacher Education
Student-based developmental tasks
role allocation: growing into the role of the student new relations: disengaging from the parental home, relationship/new
friendships/old friendships sustained, students studying together dealing with frustration concerning course organisation and specific contents subject-specific socialisation (faculty culture)
(Curriculum-based developmental tasks)
change of perspectives through periods spent abroad (especially when studying languages)
earning money (subject-related, e.g. tutoring, or non-subject-related, often also just to get a change
developing a (diffuse/implicite) understanding of the profession
trial identification (analyzing choice of profession) understanding fundamental ideas of the relevant subjects teaching internships to test out acquired competencies readjustment & amendment (based on the experiences from the internship) LLpL diploma certification
EARLI Conference 2011, Exeter UK Personalisation in (Initial) Teacher Education
data collection (1st set)
The Well-being of Teacher Education Students(Nadja Köffler, Christian Kraler 2011)
Investigation and modeling of teacher education students’ perception of their well-being in terms of preventive measures relevant to their profession
Students(qualitative study, ongoing)
( ) 20 one-hour semi-structured interviews sex: 80% female, 20% male age: 25,1 (mean) number of semesters studied: 9,8 (mean)