Welche bildungswissenschaftlichen inhalte sind wichtig in der lehrerbildung? Ergebnisse einer delphi-studie

Publikation: Beiträge in ZeitschriftenÜbersichtsarbeitenForschung

Standard

Welche bildungswissenschaftlichen inhalte sind wichtig in der lehrerbildung? Ergebnisse einer delphi-studie. / Kunina-Habenicht, Olga; Lohse-Bossenz, Hendrik; Kunter, Mareike et al.

in: Zeitschrift für Erziehungswissenschaft, Jahrgang 15, Nr. 4, 12.2012, S. 649-682.

Publikation: Beiträge in ZeitschriftenÜbersichtsarbeitenForschung

Harvard

Kunina-Habenicht, O, Lohse-Bossenz, H, Kunter, M, Dicke, T, Förster, D, Gößling, J, Schulze-Stocker, F, Schmeck, A, Baumert, J, Leutner, D & Terhart, E 2012, 'Welche bildungswissenschaftlichen inhalte sind wichtig in der lehrerbildung? Ergebnisse einer delphi-studie', Zeitschrift für Erziehungswissenschaft, Jg. 15, Nr. 4, S. 649-682. https://doi.org/10.1007/s11618-012-0324-6

APA

Kunina-Habenicht, O., Lohse-Bossenz, H., Kunter, M., Dicke, T., Förster, D., Gößling, J., Schulze-Stocker, F., Schmeck, A., Baumert, J., Leutner, D., & Terhart, E. (2012). Welche bildungswissenschaftlichen inhalte sind wichtig in der lehrerbildung? Ergebnisse einer delphi-studie. Zeitschrift für Erziehungswissenschaft, 15(4), 649-682. https://doi.org/10.1007/s11618-012-0324-6

Vancouver

Kunina-Habenicht O, Lohse-Bossenz H, Kunter M, Dicke T, Förster D, Gößling J et al. Welche bildungswissenschaftlichen inhalte sind wichtig in der lehrerbildung? Ergebnisse einer delphi-studie. Zeitschrift für Erziehungswissenschaft. 2012 Dez;15(4):649-682. doi: 10.1007/s11618-012-0324-6

Bibtex

@article{b392bd0d929d43e681abf56581213932,
title = "Welche bildungswissenschaftlichen inhalte sind wichtig in der lehrerbildung? Ergebnisse einer delphi-studie",
abstract = "In reviews of university teacher training, those parts of the curriculum that are based on educational science have often been criticized for teaching theoretical knowledge that is perceived as practically irrelevant and non-cumulative. while the importance of the professional knowledge base per se is uncontested, it is less clear which educational topics such a knowledge base should include. this paper describes a Delphi study that aims to develop the taxonomy of core educational topics that should be taught in university teacher education. the Delphi study consisted of three consecutive rounds involving 49 experts of various professional backgrounds completing a standardized questionnaire. In the first round experts rated the relative importance of 213 topics from various aspects of the teaching profession. In order to reduce the number of relevant topics in the second and third round, experts had to choose a range of topics to be taught at university within a given time and a range of topics relevant for practical application. the results of the Delphi study show that the presented canon of topics was exhaustive and that experts from various disciplines involved in German teacher education share an understanding of topics relevant to the training of prospective teachers.",
keywords = "Delphi study, Educational science, Expert survey, Teacher education, Teacher training, Psychologie",
author = "Olga Kunina-Habenicht and Hendrik Lohse-Bossenz and Mareike Kunter and Theresa Dicke and Doris F{\"o}rster and Jill G{\"o}{\ss}ling and Franziska Schulze-Stocker and Annett Schmeck and J{\"u}rgen Baumert and Detlev Leutner and Ewald Terhart",
year = "2012",
month = dec,
doi = "10.1007/s11618-012-0324-6",
language = "Deutsch",
volume = "15",
pages = "649--682",
journal = "Zeitschrift f{\"u}r Erziehungswissenschaft",
issn = "1434-663X",
publisher = "VS Verlag f{\"u}r Sozialwissenschaften",
number = "4",

}

RIS

TY - JOUR

T1 - Welche bildungswissenschaftlichen inhalte sind wichtig in der lehrerbildung? Ergebnisse einer delphi-studie

AU - Kunina-Habenicht, Olga

AU - Lohse-Bossenz, Hendrik

AU - Kunter, Mareike

AU - Dicke, Theresa

AU - Förster, Doris

AU - Gößling, Jill

AU - Schulze-Stocker, Franziska

AU - Schmeck, Annett

AU - Baumert, Jürgen

AU - Leutner, Detlev

AU - Terhart, Ewald

PY - 2012/12

Y1 - 2012/12

N2 - In reviews of university teacher training, those parts of the curriculum that are based on educational science have often been criticized for teaching theoretical knowledge that is perceived as practically irrelevant and non-cumulative. while the importance of the professional knowledge base per se is uncontested, it is less clear which educational topics such a knowledge base should include. this paper describes a Delphi study that aims to develop the taxonomy of core educational topics that should be taught in university teacher education. the Delphi study consisted of three consecutive rounds involving 49 experts of various professional backgrounds completing a standardized questionnaire. In the first round experts rated the relative importance of 213 topics from various aspects of the teaching profession. In order to reduce the number of relevant topics in the second and third round, experts had to choose a range of topics to be taught at university within a given time and a range of topics relevant for practical application. the results of the Delphi study show that the presented canon of topics was exhaustive and that experts from various disciplines involved in German teacher education share an understanding of topics relevant to the training of prospective teachers.

AB - In reviews of university teacher training, those parts of the curriculum that are based on educational science have often been criticized for teaching theoretical knowledge that is perceived as practically irrelevant and non-cumulative. while the importance of the professional knowledge base per se is uncontested, it is less clear which educational topics such a knowledge base should include. this paper describes a Delphi study that aims to develop the taxonomy of core educational topics that should be taught in university teacher education. the Delphi study consisted of three consecutive rounds involving 49 experts of various professional backgrounds completing a standardized questionnaire. In the first round experts rated the relative importance of 213 topics from various aspects of the teaching profession. In order to reduce the number of relevant topics in the second and third round, experts had to choose a range of topics to be taught at university within a given time and a range of topics relevant for practical application. the results of the Delphi study show that the presented canon of topics was exhaustive and that experts from various disciplines involved in German teacher education share an understanding of topics relevant to the training of prospective teachers.

KW - Delphi study

KW - Educational science

KW - Expert survey

KW - Teacher education

KW - Teacher training

KW - Psychologie

UR - http://www.scopus.com/inward/record.url?scp=84892372193&partnerID=8YFLogxK

U2 - 10.1007/s11618-012-0324-6

DO - 10.1007/s11618-012-0324-6

M3 - Übersichtsarbeiten

AN - SCOPUS:84892372193

VL - 15

SP - 649

EP - 682

JO - Zeitschrift für Erziehungswissenschaft

JF - Zeitschrift für Erziehungswissenschaft

SN - 1434-663X

IS - 4

ER -

DOI