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Verfasser
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Hetfleisch, Petra; Goeze, Annika; Schrader, Josef
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Titel
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Implementation eines wissenschaftlich erprobten, didaktischen Konzepts: Der Einfluss pädagogischer Autonomie auf die Wirksamkeit in der Praxis
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Jahr
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2014
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In
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Zeitschrift für Erziehungswissenschaft, 17(2)
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Seite
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297 - 322
- Zitierlink
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http://www.die-bonn.de/id/34294
Um diese Ausgabe zu zitieren, verwenden Sie bitte diese Internetadresse.
- Abstract
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There is growing interest in evidence-based interventions that can improve student teachers’ professional development. But how can these interventions be implemented into everyday teacher education practice by teacher educators themselves—without losing their initial, lab-tested effectiveness due to teacher educators’ practical educational autonomy?
Through a quasi-experimental field study the following question is investigated: What is the impact of different degrees of educational autonomy (low/middle/high) that 19 teacher educators are granted while implementing an experimentally proven concept into their teacher training courses on the development of the competence to diagnose classroom situations among 261 student teachers?
ANCOVAs using planned contrasts indicate that the effectiveness of the concept can be sustained in ‘the real world’ of teacher education practice, even if practitioners—no longer researchers—are responsible for the concept realization; thereby, the highest increase in student teachers’ competence occurred when low educational autonomy was granted, i.e., the concept was implemented closely to the original.
