Foelling-Albers, Maria and Hartinger, Andreas and Mortl-Hafizovic, Dženana (2004) Situated learning in teacher training. ZEITSCHRIFT FUR PADAGOGIK, 50 (5). pp. 727-747. ISSN 0044-3247,
Full text not available from this repository. (Request a copy)Abstract
Since the mid-1980s, theoretical considerations on, practical translations of, and the still small number of empirical studies on "situated learning" have received a high amount of attention in edcuational science, but, on the other hand they have also led to fierce discussions. In teacher training, this approach has so far hardly been examined empirically, although it could, due to its strong practice-orientation and its complex structure, constitute a very apt domain for situated teaching-learning-concepts. Within the framework of an empirical study among students training to become elementary school teachers, it was tested in how far a learning context in which students have to put themselves in the role of a teacher is suited to support diagnostic and fostering competences, which are considered to be of great importance for teaching activities. The results show that the students of the experimental group, compared to the students of the control group which were taught the same contents in traditional text-based situations, developed not only better diagnostic and fostering competences, but also acquired the same required factual knowledge. Furthermore, the data suggest that certain processes accompanying learning play an important role in situated learning conditions.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | ; |
| Subjects: | 300 Social sciences > 370 Education |
| Divisions: | Human Sciences > Institut für Erziehungswissenschaften > Alumni or Retired Professors > Lehrstuhl für Grundschulpädagogik und -didaktik (Prof. Dr. Maria Fölling-Albers) |
| Depositing User: | Dr. Gernot Deinzer |
| Date Deposited: | 02 Jul 2021 04:47 |
| Last Modified: | 02 Jul 2021 04:47 |
| URI: | https://pred.uni-regensburg.de/id/eprint/37315 |
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