DaZKom - a Structure Model of Pre-service Teachers' Competency for Teaching German as a Second Language in the Mainstream Classroom
Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research › peer-review
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DaZKom - a Structure Model of Pre-service Teachers' Competency for Teaching German as a Second Language in the Mainstream Classroom. / Carlson, Sonja A. ; Köker, Anne; Rosenbrock-Agyei, Sonja et al.
Professionelle Kompetenzen angehender Lehrkräfte im Bereich Deutsch als Zweitsprache. ed. / Timo Ehmke; Svenja Hammer; Anne Köker; Udo Ohm; Barbara Koch-Priewe. Münster : Waxmann Verlag, 2018. p. 261-283.Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research › peer-review
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TY - CHAP
T1 - DaZKom - a Structure Model of Pre-service Teachers' Competency for Teaching German as a Second Language in the Mainstream Classroom
AU - Carlson, Sonja A.
AU - Köker, Anne
AU - Rosenbrock-Agyei, Sonja
AU - Ohm, Udo
AU - Koch-Priewe, Barbara
AU - Hammer, Svenja
AU - Fischer, Nele
AU - Ehmke, Timo
PY - 2018
Y1 - 2018
N2 - There is an absence of empirically based standards for pre-service teacher education regarding competencies in the field of German as a Second Language (GSL) needed for being able to adequately facilitate second language learners in the mainstream classroom. The DaZKom study aims to fill this gap by providing a theoretical framework and competency model in this field for pre-service teachers of all subjects. This article primarily focuses on the rationale, generation, and explication of the GSL competency model, which discerns three dimensions: subject-specific registers, multilingualism, and didactics. The model also describes three competency stages, which are based on the first three stages of the Five-Stage Model of Adult Skill Acquisition by Dreyfus & Dreyfus (1986). In order to empirically measure preservice teachers’ GSL competencies, a paper and pencil test was developed on the basis of the model and tested on a large sample of pre-service teachers; the model was further content validated by a group of experts from the field of GSL and educational science.
AB - There is an absence of empirically based standards for pre-service teacher education regarding competencies in the field of German as a Second Language (GSL) needed for being able to adequately facilitate second language learners in the mainstream classroom. The DaZKom study aims to fill this gap by providing a theoretical framework and competency model in this field for pre-service teachers of all subjects. This article primarily focuses on the rationale, generation, and explication of the GSL competency model, which discerns three dimensions: subject-specific registers, multilingualism, and didactics. The model also describes three competency stages, which are based on the first three stages of the Five-Stage Model of Adult Skill Acquisition by Dreyfus & Dreyfus (1986). In order to empirically measure preservice teachers’ GSL competencies, a paper and pencil test was developed on the basis of the model and tested on a large sample of pre-service teachers; the model was further content validated by a group of experts from the field of GSL and educational science.
KW - Language Studies
KW - Empirical education research
UR - https://www.waxmann.com/?eID=texte&pdf=3243.pdf&typ=inhalt
M3 - Contributions to collected editions/anthologies
SN - 978-3-8309-3243-7
SP - 261
EP - 283
BT - Professionelle Kompetenzen angehender Lehrkräfte im Bereich Deutsch als Zweitsprache
A2 - Ehmke, Timo
A2 - Hammer, Svenja
A2 - Köker, Anne
A2 - Ohm, Udo
A2 - Koch-Priewe, Barbara
PB - Waxmann Verlag
CY - Münster
ER -