Research Training Group
Professionalization in the teaching profession

  • Research questions: Quality and effectiveness of teacher trainings

  • Partners:Universities of Education Freiburg, Heidelberg, Karlsruhe, Ludwigsburg and Weingarten

  • Speakers for the graduate school: Prof. Dr. Timo Leuders, Prof. Dr. Christian Spannagel, Prof. Dr. Andreas Eichler

  • Funding amount: 15 secondment positions

  • Funding period: 08/2014 – 07/2017

  • Funding: Ministry of Science, Research and the Arts Baden-Württemberg

  • Project type: Research Training Group

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Description

Since the beginning of the 2000s, the continuing education and professional development of teachers have increasingly become the focus of research. Central results of corresponding research work are evidence for characteristics of potentially effective measures for professional development such as domain specificity, continuity, linking of constructive and reflective phases and supporting measures in the concrete professional field. Despite the characteristics of successful measures that have been identified, there are still many unanswered questions regarding the systematic further development of such measures, to which the cooperation project has made a clarifying contribution. In 15 sub-projects at five Universities of Education, different aspects of professional development measures were investigated. Particular attention was paid to the impact on different facets of professional knowledge.

Subprojects

SP1: The interplay between the acquisition of pedagogical content knowledge in training courses and the provision of accompanying materials for successful implementation in the classroom.

Principal investigators: Prof. Dr. Lars Holzäpfel, Prof. Dr. Wolfram Rollet

SP2: The impact of reflection on student performance on teachers' competence growth in in-service training courses

Principal investigators: Prof. Dr. Lars Holzäpfel, Prof. Dr. Kathleen Philipp, Prof. Dr. Andreas Eichler, Prof. Dr. Wolfram Rollett

TP3: Development of subject-related diagnostic competences
of mathematics teachers with the help of empirically based diagnostic
Instruments - Evaluation of the effectiveness of professoinal development measures in connection with a central
Initial diagnosis in grade 5

Principal investigators: Dr. Jana Groß Ophoff, Dr. Andreas Schulz, Prof. Dr. Timo Leuders

TP4: Assessment and promotion of beliefs and competences
regarding phonetic skills: Development and evaluation
of an in-service training model for the professionalization of French teachers

Principal investigators: Prof. Dr. Isabelle Mordellet-Roggenbuck, Prof. Dr. Susanne Koerber

TP5: Professionalization of non-specialist music teachers at elementary schools.
Investigation of the effectiveness of a music pedagogical training course
with regard to musical competences, teaching advice
and sustainability

Principal investigators: Prof. Dr. Georg Brunner, Prof. Dr. Josef Nerb, Prof. Dr. Mechtild Fuchs

TP6: Professionalization in the teaching profession - effects of an intervention measure to promote diagnostic competence of biology/physics teachers

Principal investigators: Prof. Dr. Ulrike Spörhase, Prof. Dr. Silke Mikelskis-Seifert, Prof. Dr. Wolfram Rollett, Dr. Patrick Blumschein

SP7: Effectiveness of further training courses for the integration of general didactical
and subject didactic competences in the planning of
teaching in heterogeneous learning groups

Principal investigators: Prof. Dr. Hans-Georg Kotthoff, Prof. Dr. Timo Leuders, Dr. Patrick Blumschein

TP8: Digital media in teaching - development of professional knowledge
and profession-related attitudes, behaviour and
attitudes through coaching

Principal investigators: Prof. Dr. Christian Spannagel, Prof. Dr. Carsten Rohlfs, Dr. Annette Schulze

TP9: Effectiveness of adaptive coaching measures on
teacher's professional knowledge on how to deal with multiple mathematical
representations

Principal investigators: Prof. Dr. Markus Vogel, Prof. Dr. Tobias Dörfler, Prof. Dr. Andreas Eichler

TP10: BiLnaSu - Bilingual teaching and learning contexts in the natural sciences
education in elementary school: Conception, design, impact and optimization of an in-service training setting

Principal investigators: Prof. Dr. Christa Rittersbacher, apl. Prof. Dr. Liselotte Denner

TP11: Effects of a qualification measure on the topic of dyscalculia
on diagnostic knowledge, self-efficacy expectations
and teaching activities of mathematics teachers
(QUASUM.)

Principal investigators: Prof. Dr. Sebastian Wartha, Prof. Dr. Frank Lipowsky

TP12: Discovering and promoting potentials and talents. Effectiveness study
a teacher training course with a pedagogical and mathematics didactics focus

Principal investigators: Prof. Dr. Christine Bescherer, Prof. Dr. Gabriele Weigand

TP13: Aspects of subject didactic analytical competence in teaching-related
fields of expertise and their promotion through professional development
for teachers of German and mathematics

Principal investigators: apl. Prof. Dr. Stefan Jeuk, Prof. Dr. Ulf Kieschke, Prof. Dr. Sebastian Kuntze

TP14: Competence enhancement in in-service teacher training
- Diagnosis and support in the acquisition of written language

Principal investigators: Prof. Dr. Cordula Löffler, Prof. Dr. Karin Schweizer

TP15: Professionalization of elementary school teachers in mathematical
elementary instruction (PRIMA) - Influences of training measures
on knowledge about and design of teaching and learning processes

Principal investigators: Prof. Dr. Elisabeth Rathgeb-Schnierer, Dr. Charlotte Rechtsteiner-Merz, Dr. Stefanie Schnebel

Publications

Publications

Abel, C. (2015). Sikorski, Janusz: Korrektive Phonetik. In: Beiträge zur Fremdsprachenvermittlung, 55, 117-119.

Benz, J. (2016): Vignetten. Konzeption und Auswertung von schriftlichen Vignetten zur Erhebung von Aspekten fachdidaktischer Analysekompetenz. In J. Boelmann (Hrsg.), Empirische Erhebungs- und Auswertungsverfahren in der deutschdidaktischen Forschung (S. 205-222). Baltmannsweiler: Schneider Hohengehren.

Benz, J. & Schäfer, J. (2016): Fortbildungen Lehrkräfte – Neues Konzept der PH Ludwigsburg. In: bildung und wissenschaft – Zeitschrift der Gewerkschaft Erziehung und Wissenschaft BadenWürttemberg, 10, 28-29.

Benz, J., Aschenbrenner, K.-H. & Jeuk, S. (2017): Ludwigsburger Weiterbildungen für Lehrkräfte in „Vorbereitungsklassen“. In I. Fuchs, S. Jeuk & W. Knapp (Hrsg.): Mehrsprachigkeit im Elementar- und Primarbereich – Erwerbsfaktoren (S. 281-296). Stuttgart: Fillibach bei Klett.

Benz, J. (2017): Deutschlehrkräfte lernen: Wirksamkeitsstudie zu einer Lehrerweiterbildung im Bereich der Schreibdidaktik. In S. Kuntze (Hrsg.): Der Blick auf Unterricht und Lernen – Reflexion forschungsmethodischer Ansätze in interdisziplinärer Perspektive (S. 59-81). Berlin: Raben-Stück Verlag.

Dinse de Salas, S., Rohlfs, C. & Spannagel, C. (2016). Coaching teachers in using technology. In Proceedings of EdMedia: World Conference on Educational Media and Technology 2016 (pp. 949-956). Association for the Advancement of Computing in Education (AACE).

Dinse de Salas, S., Spannagel, C. & Rohlfs, C (2016). Coaching zum Einsatz digitaler Medien im Unterricht – Lehrerinnen und Lehrer beim Aufbau neuer Kompetenzen unterstützen. Pädagogik, 68(7-8), 34-37.

Dinse de Salas, S., Spannagel, C. & Rohlfs, C. (2016). Lernen durch Lehren in Kombination mit Flipped Classroom. In Freisleben-Teutscher, C. F. & Haag, J. (Hrsg.), Das Inverted Classroom Modell. Begleitband zur 5. Konferenz Inverted Classroom and Beyond 2016. Wien: ikon Verlags GmbH, 35-44.

Dinse de Salas, S. & Müter, J. (2016). Coaching teachers using technology with cognitive apprenticeship. Beitrag im Tagungsband der internationalen Tagung Educating the Educators in Freiburg (07.11.-08.11.16)

Herold, A. (2015). Bilinguales Lehren und Lernen macht Schule. Dialog – Bildungsjournal der Pädagogischen Hochschule Karlsruhe, 2015/1, 32-36.

Kowalk, S., Leuders, T., Schulz, A., Groß Ophoff, J. (2015). Die Wirksamkeit von Professionalisierungsmaßnahmen im Zusammenhang mit einer zentralen Eingangsdiagnose in Klasse 5. In H. Linneweber-Lammerskitten (Hrsg.), Beiträge zum Mathematikunterricht 2015. Münster: WTM-Verlag.

Lederer, U., Holzäpfel, L., Philipp, K., Eichler, A. & Rollett, W. (2015). Die Auswirkung der Reflexion von Schülerprodukten auf den Kompetenzzuwachs von Lehrkräften in Fortbildungen. In H. Linneweber-Lammerskitten (Hrsg.), Beiträge zum Mathematikunterricht 2015. Münster: WTMVerlag.

Philipp, Kathleen & Lederer, Ute (2017). Diagnostische Kompetenzen von Mathematiklehrkräften verstehen und fördern. In H. Linneweber-Lammerskitten (Hrsg.), Beiträge zum Mathematikunterricht 2017. Münster: WTM-Verlag.

Schiemann, S. (2016): “Effects of coaching on generalist primary music teachers’ classroom practice and their `musical self-concept’.” Ninth International Conference of Students of Systematic Musicology (SysMus 16). 6 pp.

Schiemann, S. (2016): „Ein videographisches Auswertungsverfahren zur Erfassung fachdidaktischer Kompetenzen im unterrichtlichen Handeln von (fachfremden) Musiklehrpersonen an Grundschulen“. In: Lina Oravec/ Anne Weber-Krüger (Hrsg.): Musiklernen in der Grundschule – Impulse aus Elementarer und schulischer Musikpädagogik“. 20 Seiten. Die Blaue Eule. [peer-reviewed]

Schiemann, S. (2017): A Video Study on Non-verbal, Verbal and Musical Support In Teaching Music by Generalist and Specialist Primary Music Teachers. In: Psychomusicology: Music, Mind, and Brain. 11 Seiten. [peer-reviewed]

Sproesser, U., Vogel, M., Dörfler, T. & Eichler, A. (2017). Fachdidaktisches Wissen bezüglich Lernschwierigkeiten bei elementaren Funktionen – Entwicklung eines Erhebungsinstruments und erste Ergebnisse. Beiträge zum Mathematikunterricht 2017.

Sproesser, U., Vogel, M., Dörfler, T. & Eichler, A. (2017). How to deal with learning difficulties related to functions – assessing teachers’ knowledge and introducing a coaching. Proceedings of CERME 10, Dublin, Ireland.

Sproesser, U., Vogel, M., Dörfler, T. & Eichler, A. (2016). Developing and evaluating teachers’ professional development referring to learning difficulties in reasoning with functions. Conference Proceedings. Educating the Educators II, Freiburg, Germany. Available online at http://educating-the-educators.ph-freiburg.de/images/New_website_ 2016/ETE_II_ Conference_Book_final.pdf. [25 .12.2016]

Sproesser, U., Vogel, M., Dörfler, T. & Eichler, A. (2016). Learning difficulties in elementary functions – results of a pilot study and development of a teacher training course. Contributions to mathematics education 2016 (pp. 927-930). Münster: WTM.

Sproesser, U., Vogel, M., Dörfler, T. & Eichler, A. (2015). Development and evaluation of teacher coaching for dealing with learning difficulties in the area of “functional context” – project presentation. In F. Caluori, H. Linneweber-Lammerskitten & C. Streit (Eds.), Contributions to mathematics education 2015 (pp. 1113-1116). Münster: WTM.

Sproesser, U., Vogel, M., Dörfler, T. & Eichler, A. (2015). The impact of adapted teacher coaching referring to learning difficulties related to functions. In K. Beswick, T. Muir, & J. Wells, (Eds.). Proceedings of 39th Psychology of Mathematics Education conference, Vol. 1 (p. 248). Hobart, Australia: PME.

Jaschke, T. (2016): Presumptions of efficacy in relation to classroom action among graduates of a general education teacher training course. Journal of Continuing Education Research – Report, 39(1), pp. 83-95. https://doi. org/10.1007/s40955-016-0055-z

Poster

Abel, C. (2015): The main thing is that the students speak? A project to professionalise teachers in the field of pronunciation training. Poster presentation at the 26th Congress of the DGFF. Ludwigsburg. (2nd poster prize)

Benz, J. (2015). “Actually a very motivating situation…” On the effectiveness of teacher training for DaZ in preparatory classes. Poster presentation at the 26th Congress of the DGFF. Ludwigsburg.

Benz, J. (2016). An effectiveness study of teacher training in the field of German as a second language (DaZ). Poster presentation in the context of the research day. Ludwigsburg.

Dinse de Salas, S. & Müter, J. (2016). Coaching teachers using technology with cognitive apprenticeship. Poster presentation and Materials Market at the international conference Educating the Educators in Freiburg (08.11.16)

Jaschke, T., Bescherer, C. (2016). Developing a teacher training course on constructing good development tasks. Poster presentation at the Research Day at the PH Ludwigsburg (15.02.2016)

Jaschke, T., Bescherer, C. (2016). How to Initiate Mathematical Understanding? Poster presentation at the 13th International Congress on Mathematical Education (ICME-13) in Hamburg.

Jorga, B., Rathgeb-Schnierer, E., Rechsteiner, C., Schnebel, S., (2015). PRIMA Professionalisation of primary school teachers in early mathematics teaching. Poster presentation at the conference on teacher training organized by the Stifterverband, Deutsche Telekom Stiftung and the German Rectors’ Conference. Berlin.

Kowalk, S., Leuders, T., Schulz, A., Groß Ophoff, J. (2015). The effectiveness of professionalization interventions related to a centralized entry diagnosis in grade 5 . Poster presentation at the 49th GDM meeting. Basel.

Lederer, U., Holzäpfel, L., Philipp, K., Eichler, A. & Rollett, W. (2015). Die Auswirkung der Reflexion von Schülerprodukten auf den Kompetenzzuwachs von Lehrkräften in Fortbildungen. Postervorstellung auf der 49. GDM-Tagung. Basel.

Maier, M, (2016). Begabungsförderung: Implizite Theorien von Lehrkräften und deren Bedeutung für das eigene Handeln. Poster beim 9. Internationalen ÖZBF-Kongress, Salzburg.

Schiemann, S. (2014): „Professionalisierung fachfremder Musiklehrkräfte an Grundschulen“ Postervortrag auf der 36. Jahrestagung des Arbeitskreises Musikpädagogischer Forschung (AMPF) am 9.10.2014 in Neuwied-Engers.

Schiemann, S. (2015): „Ein Modell zur videobasierten Analyse fachdidaktischen Handelns fachfremder Musiklehrkräfte an Grundschulen“. Postervortrag auf der 1. Tagung: Musiklernen in der Grundschule. Impulse aus Elementarer und schulischer Musikpädagogik am 21.3.2015 in Bremen.

Schiemann, S. (2016): “Effects of coaching on generalist primary music teachers’ classroom practice and their `musical self-concept’.” Poster presentation at the 9th International Conference of Students of Systematic Musicology (SysMus 16) on 8 June, 2016 in Jyväskylä, Finland.

Schiemann, S. (2017): “Qualitative Video Analysis of Generalist Music Teachers` Classroom Practice of Informed Music Practice at German Primary Schools using MAXQDA.” Poster talk at the Maxqda International Conference (MQIC 2017) on 2.3.2017 in Berlin.

Schiemann, S. (2017): “Professionalizing Generalist Primary Teachers To Teach Music.” Poster presentation at the 25th EAS Conference / 6th European ISME Regional Conference, 19.4. – 22.4. 2017 in Salzburg, Austria.

Sproesser, U., Vogel, M., Dörfler, T. & Eichler, A. (2015). Wirksamkeit von adaptiven Coachingmaßnahmen auf das Lehrerprofessionswissen bezüglich Lernschwierigkeiten im Bereich linearer Funktionen. Postervorstellung auf der 3. GEBF-Tagung. Bochum.

Sproesser, U., Vogel, M., Dörfler, T. & Eichler, A. (2015). The impact of adapted teacher coaching referring to learning difficulties related to functions. Poster presentation at the PME conference. Hobart, Australia.

Funding organization

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