Die professionelle Kompetenz angehender Physiklehrkräfte in verschiedenen Ausbildungsformen

A nation-wide measurement of competencies in teaching training programs was carried out in order to find suggestions for optimizing university study programs for students on teacher training programs in the subject of physical sciences. 430 physical science teacher training students were surveyed using a standardized test, which covered knowledge of physical sciences, didactic knowledge for physics, general pedagogic knowledge, beliefs and motivations. This contribution, firstly, compares the competencies of students of teacher training colleges with the competencies of students of teacher training in universities. Parallel investigations have already found that the students of different training programs also differ in their performance. The resulting differences are then analyzed using regression models in an attempt to find the determinants of subject-related competencies in teacher training programs. The findings point to the significance of individual personality characteristics and the amount of time spent on learning opportunities in the university. The article closes with a discussion of the implications for optimizing teacher training programs.     

Zum Problem der Hochschulreform in Spanien: Einige Ausgewählte Daten

Over the past ten years there has been a sweeping reform of the courses taught and qualifications awarded by Spanish universities. For that reason, an investigation was launched in 1996–97 at the University of Santiago de Compostela (in Northwest Spain) into the teaching, research and management entailed in four new degree courses: physics (years one to four), agricultural engineering (first and second years), agricultural food-processing technology (years one to three) and pharmacy. This article reports on students' opinions of the reforms in these courses, revealing dissatisfaction with facilities for practical course work, lack of connection with prospective employment, and a call for more information about courses.     

Perspektivenübernahme als Kompetenz für den Geschichtsunterricht

This study addresses a competency of students’ historical thinking related to taking perspectives. We start by discussing socio-cognitive theories from psychology as well as approaches from history education that focus on this competency. We also present empirical findings concerning relationships between achievement, self-concept and interest in the subject of history and connect these findings with the competency to take historical perspectives. Our research questions target this relationship between indicators of achievement and motivation in the subject of history, the competency of historical perspective taking and students’ socio-cognitive ability to adopt social perspectives in their everyday lives. These questions are investigated using a cross-sectional design with 375 grammar school students in grades 7 and 10. Results indicate that in grade 7 the competency to take historical perspectives relates to students’ ability to coordinate social perspectives in their everyday lives. For 10th graders, however, the adoption of historical perspectives is closely related to subject-specific variables such as interest for history, self-concept, history grade and achievement in a test of historical knowledge. In the last section of this paper, we discuss challenges that arise when students’ competencies in a subject like history are assessed within the context of standard-based testing. Specifically, we raise the issues of reliability, validity, the context-specificity of measurements, the kinds of response formats used and the formulation of progression models of historical thinking.     

Mit welchem Auflösungsgrad können Kompetenzen modelliert werden? In welcher Beziehung stehen Modelle zueinander,die Kompetenz in einer Domäne mit unterschiedlichem Auflösungsgrad beschreiben?

Competence models are supposed to structure a competence into different sub-competencies and to describe different levels of competence with respect to these sub-competencies. In developing a competence model (and measuring the respective competence) the following questions need to be answered: How many sub-competencies can be meaningfully differentiated and at which grain size should different levels of competence be measured. The number of sub-competencies and the grain size of the competence levels define the level of detail of a competence model. Previous research in the field of competence modeling suggests that the same competence can be modeled at different levels of detail. This raises the question which relation such competence models have to each other. The following article presents the results of a discussion of these questions in scope of the priority program “Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes”.     

Zwischen Seniorität und Alterität

Demographic changes are leading to an altered population structure and subsequently to changes in the age structure of potential participants in educational training. Adult education has reacted to this by developing special provisions for older participants and a concept of intergenerational learning provision for different generations. Arranging such intentional intergenerational processes is indeed no small task for adult education. This contribution will look at this challenge more closely. To this aim, the orientations of professional and non-professional adult educators and participants in intergenerational learning processes will be reconstructed in a qualitative investigation. It can be shown that the andragogic skill of adult educators is a pre-requisite for the facilitation of learning processes, which are explicitly intergenerational.     

Primäre und sekundäre Disparitäten des Hochschulzugangs: Erklärungsmodelle,Datengrundlagen und Entwicklungen

The present article addresses the question of how social origin affects access to higher education. The role of class-specific differences in school performance (primary effect) and cost-benefit considerations (secondary effect) are considered as well as the way in which changes in the institutional setup of the educational system may interact with social origin. The review shows that educational decisions at this later transition are mainly influenced by secondary effects. In particular, differences between social classes are explained by group-specific investment costs and expectations of the social context associated with continuing higher education. Although expansion of institutional pathways in upper secondary education has reduced social inequality in acquiring higher education entrance qualifications, secondary effects at the transition to university have been found to increase over time. Thus, within younger cohorts, high-school graduates with lower social status are more often diverted from higher education at universities by attractive vocational or nonuniversity pathways. The article discusses approaches to reduce secondary effects of social origin.     

Gleichstellung von Frauen und Männern an vollrechtsfähigen Universitäten

Trotz hoher Studentinnen- und Absolventinnenzahlen in den meisten Studienrichtungen ist der Anteil der Frauen an akademischen Spitzenpositionen noch immer gering. Die Gründe für dieses Missverhältnis liegen in einer Reihe spezifischer Schwierigkeiten, mit denen Frauen bei universitären Laufbahnen konfrontiert sind. Die Politik der Europäischen Union verfolgt seit 1999 das explizite Ziel, Frauen stärker in der universitären und außeruniversitären Forschung zu verankern. Mit dem Vertrag von Amsterdam wurde auch der gemeinschaftsrechtliche Rahmen neu gestaltet. Das UG 2002 hat "Frauenförderung" und "Gleichstellung von Frauen und Männern" zur Aufgabe der Universitäten und damit zu einem zentralen Teil ihres Bildungsauftrags erklärt. Die Europäische Strategie des "Gender Mainstreaming" wurde so in eine innerstaatliche, alle Universitätsorgane bindende Verpflichtung umgesetzt. Der Beitrag behandelt die rechtlichen Möglichkeiten der vollrechtsfähigen Universitäten zur Frauenförderung und bewertet Reichweite und Wirksamkeit der neuen Rechtslage.     

Pädagogisches Wissen von angehenden Lehrkräften

Whilst experience of testing subject-specific knowledge of prospective and practicing teachers is generally available, the standardized capture of their cross-subject, pedagogic knowledge remains a new field of inquiry. This contribution will present a way of defining and capturing this knowledge with reference to standards for teacher training and insights from general didactic and teaching theory. We focus on five vocational requirements with which teaching staff see themselves confronted: structuring lessons, motivation, dealing with heterogeneity, leading lessons and assessing performance. Using the Rasch-Model, we carried out an empirical study on the structure of cross-subject knowledge based on 802 student teachers. As expected, the model, which differentiates between the five areas of knowledge, reflects the data better than a model, which assumes pedagogic knowledge to have a homogeneous structure. This provides empirical insights into long-going theoretical discussions on pedagogical knowledge. The results also reflect the context of typical learning opportunities in teacher training.     

Sprachförderkompetenz pädagogischer Fachkräfte

This paper introduces the basics of a (psycho)linguistically-oriented model of language-training competences of educators in pre-school and elementary education. It specifies competence criteria for language intervention based on psycholinguistic research. Ultimately, these criteria will be useful for grounding the additional training of educators and for certifying competences in early language intervention.     

Verträge an Universitäten und deren Besonderheiten

Die Universität benötigt zur Umsetzung ihrer hoheitlichen und privatwirtschaftlichen Aufgaben und Ziele eine Vielzahl vertraglicher Vereinbarungen. In diesem Beitrag werden beispielhaft gewählte Vereinbarungen und einige wesentliche vertragliche Regelungen im Folgenden dargestellt und sollen als Praxisanregung bei der Vertragsgestaltung mit der Universität dienen.     

Kartellrechtliche Fragestellungen bei Drittmittelverträgen von Universitäten

Im Zuge der Drittmittelaktivitäten der Universitäten, die oftmals in den Bereichen Forschungs- und Entwicklungsverträge, Kooperationsverträge sowie Patentlizenz- und Know-How-Verträge durchgeführt werden, wird in diesem Beitrag in kurzen Zügen umrissen, welche kartellrechtlichen Fragestellungen auf die Universitäten zukommen und daher beim Abschluss von Verträgen zu berücksichtigen sind.     

Beliefs von Studierenden sonder- und grundschulpädagogischer Studiengänge

The implementation of inclusion in schools currently requires new reflections of competence profiles of the teachers involved. Especially in elementary school, which can so far be considered as the most developed institution of inclusive schooling in Germany, questions of differences in the profiles of elementary and special education teachers have been raised. As professional skills also have motivational and volitional aspects, a beliefs model (domain overlapping) was developed based on the construction of the TEDS-M research project, which aims to study specific special educational beliefs. Using a quantitative questionnaire designed in the context of a corresponding preliminary investigation a three-factor-solution for mapping a special supportive belief profile among student teachers and teachers in the field of elementary and special education was tested. Initially this profile model was confirmed by the results of a subsequent analysis based on a nationwide sample of elementary school and special education students (N = 951). In addition to these findings different manifestations of the beliefs model could be identified among student teachers for elementary schools and student teachers for special education.     

Wirkungen des Lernens mit Videofällen bei Lehrkräften

Case-based learning with videos is regarded as a promising way to promote the analytical abilities of teaching staff as a basis for their professional actions. For that purpose, the competence to assess and diagnose situations of learning and instruction is crucial, i.e., especially the ability to apply conceptual knowledge to pedagogical cases and to take teacher as well as learner perspectives into account. The article reports on the results of an experimental field intervention study aimed to convey this competence effectively by providing different forms of instructional support to over 100 students of English Studies (2?×?2 design, conceptual knowledge: present/not present; teacher and learner perspectives: present/not present). The central focus is on identifying further effects that personal characteristics (individual learning conditions, e.g., prior knowledge, tolerance of ambiguity) and process characteristics (cognitive load; cognitive, emotional, and motivational activation) have on the development of this competence, and how strong these effects are. Multiple linear regression analyses show that this type of learning with case-based videos places less demand on personal factors, and that the quality of the learning process plays a decisive role.     

Überleitung von Aktivitäten aus ehemaliger Teilrechtsfähigkeit

Unter dem UOG 1993 kam den einzelnen Fakultäten, Instituten und der Universitätsbibliothek eigene Teilrechtsfähigkeit zu. Das ist seit 1.1.2004 nicht mehr der Fall: Das UG 2002 kennt nur mehr die Rechtsfähigkeit der Universität als solche. Der Beitrag beschäftigt sich mit der Überleitung jener Zivilrechtsverhältnisse, die vor diesem Stichtag im Rahmen der Teilrechtsfähigkeit begründet wurden, und damit zusammenhängenden Aspekten.