Die Bedeutung der Lerngelegenheiten im Lehramtsstudium und deren individuelle Nutzung für den Aufbau des bildungswissenschaftlichen Wissens

Research output: Journal contributionsJournal articlesResearchpeer-review

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Die Bedeutung der Lerngelegenheiten im Lehramtsstudium und deren individuelle Nutzung für den Aufbau des bildungswissenschaftlichen Wissens. / Kunina-Habenicht, Olga; Schulze-Stocker, Franziska; Kunter, Mareike et al.
In: Zeitschrift fur Padagogik, Vol. 59, No. 1, 01.2013, p. 1-23.

Research output: Journal contributionsJournal articlesResearchpeer-review

Harvard

Kunina-Habenicht, O, Schulze-Stocker, F, Kunter, M, Baumert, J, Leutner, D, Förster, D, Lohse-Bossenz, H & Terhart, E 2013, 'Die Bedeutung der Lerngelegenheiten im Lehramtsstudium und deren individuelle Nutzung für den Aufbau des bildungswissenschaftlichen Wissens', Zeitschrift fur Padagogik, vol. 59, no. 1, pp. 1-23.

APA

Kunina-Habenicht, O., Schulze-Stocker, F., Kunter, M., Baumert, J., Leutner, D., Förster, D., Lohse-Bossenz, H., & Terhart, E. (2013). Die Bedeutung der Lerngelegenheiten im Lehramtsstudium und deren individuelle Nutzung für den Aufbau des bildungswissenschaftlichen Wissens. Zeitschrift fur Padagogik, 59(1), 1-23.

Vancouver

Bibtex

@article{6adf987702fb4bff9d416fe3a69b0ac6,
title = "Die Bedeutung der Lerngelegenheiten im Lehramtsstudium und deren individuelle Nutzung f{\"u}r den Aufbau des bildungswissenschaftlichen Wissens",
abstract = "The article topicalizes the interdependencies between enrollment prerequi-sites, study programs offered, and the individual use of the courses, as well as the struc-ture and development of educational-scientific knowledge in the field of university-based teacher training. The study is based on data collected through a census survey carried out in North Rhine-Westphalia among 3.273 trainee teachers at the beginning of their in-ternship; in this survey, a standardized test of knowledge was used to capture the educational-scientific knowledge. Substantial differences in knowledge between Student teachers and lateral entrants confirm the general effect of study courses on the development of educational-scientific knowledge. However, formal university-related factors (specificity of the Institution or type of study-course structure) are of only moderate effect on the development of knowledge in the course of university-based teacher training.",
keywords = "Education, Educational Studies, Knowledge, Learning Opportunities, Test, Psychologie",
author = "Olga Kunina-Habenicht and Franziska Schulze-Stocker and Mareike Kunter and J{\"u}rgen Baumert and Detlev Leutner and Doris F{\"o}rster and Hendrik Lohse-Bossenz and Ewald Terhart",
year = "2013",
month = jan,
language = "Deutsch",
volume = "59",
pages = "1--23",
journal = "Zeitschrift fur Padagogik",
issn = "0044-3247",
publisher = "Beltz Juventa Verlag",
number = "1",

}

RIS

TY - JOUR

T1 - Die Bedeutung der Lerngelegenheiten im Lehramtsstudium und deren individuelle Nutzung für den Aufbau des bildungswissenschaftlichen Wissens

AU - Kunina-Habenicht, Olga

AU - Schulze-Stocker, Franziska

AU - Kunter, Mareike

AU - Baumert, Jürgen

AU - Leutner, Detlev

AU - Förster, Doris

AU - Lohse-Bossenz, Hendrik

AU - Terhart, Ewald

PY - 2013/1

Y1 - 2013/1

N2 - The article topicalizes the interdependencies between enrollment prerequi-sites, study programs offered, and the individual use of the courses, as well as the struc-ture and development of educational-scientific knowledge in the field of university-based teacher training. The study is based on data collected through a census survey carried out in North Rhine-Westphalia among 3.273 trainee teachers at the beginning of their in-ternship; in this survey, a standardized test of knowledge was used to capture the educational-scientific knowledge. Substantial differences in knowledge between Student teachers and lateral entrants confirm the general effect of study courses on the development of educational-scientific knowledge. However, formal university-related factors (specificity of the Institution or type of study-course structure) are of only moderate effect on the development of knowledge in the course of university-based teacher training.

AB - The article topicalizes the interdependencies between enrollment prerequi-sites, study programs offered, and the individual use of the courses, as well as the struc-ture and development of educational-scientific knowledge in the field of university-based teacher training. The study is based on data collected through a census survey carried out in North Rhine-Westphalia among 3.273 trainee teachers at the beginning of their in-ternship; in this survey, a standardized test of knowledge was used to capture the educational-scientific knowledge. Substantial differences in knowledge between Student teachers and lateral entrants confirm the general effect of study courses on the development of educational-scientific knowledge. However, formal university-related factors (specificity of the Institution or type of study-course structure) are of only moderate effect on the development of knowledge in the course of university-based teacher training.

KW - Education

KW - Educational Studies

KW - Knowledge

KW - Learning Opportunities

KW - Test

KW - Psychologie

UR - http://www.scopus.com/inward/record.url?scp=84873652886&partnerID=8YFLogxK

M3 - Zeitschriftenaufsätze

AN - SCOPUS:84873652886

VL - 59

SP - 1

EP - 23

JO - Zeitschrift fur Padagogik

JF - Zeitschrift fur Padagogik

SN - 0044-3247

IS - 1

ER -