Welche bildungswissenschaftlichen Inhalte sind wichtig in der Lehrerbildung?

In reviews of university teacher training, the parts of the curriculum based on educational science are often criticized as missing practical relevance and being non-cumulative. At the same time, uncertainty exists regarding which educational science based content is important for teacher candidates. The objective of the Delphi study presented here was the identification of core educational science content in university training. To this aim, a survey was carried out amongst 49 experts from different subject areas and phases of teacher training in three rounds using a standardized questionnaire. In the first round, 213 topics were specified, which were then assessed by experts regarding their importance for various aspects of the teaching profession. In the second and third rounds, which had the objective of reducing the number of topics, the experts chose a limited number of topics based on their relevance for university teacher training and for the practical success of teaching itself. The results show that the original list was comprehensive and that there is a consensus among most of the experts on their respective importance for teaching training.     

A critical review of parent training research

This project was designed to review and evaluate parent training research conducted between 1975 and 1990 and, based on the results, suggest some directions for future research. One hundred forty-eight published studies were analyzed regarding the effectiveness of parent training as an intervention. Eighteen journals with behavioral psychology, clinical/counseling psychology, school psychology, and special education emphases were represented in the review. The reviewed studies were classified as group or case studies and were categorized in terms of theoretical orientation adopted and methodology employed. Case studies exhibited several methodological shortcomings, including limited social validation and treatment integrity data and an over-reliance on single, rather than multiple, outcome measures. Group studies also did not routinely collect treatment integrity information, and 50% of group parent training research did not employ control groups. Recommendations for future directions in parent training research are provided.     

Changing Aging Competency Following a GeroRich Intervention Initiative: Implications for Bachelor's and Master's Social Work Education

This article reports an evaluation of a GeroRich effort to increase age-specific content throughout bachelor and master-level social work curricula. A total of 426 students (128 BSWs and 298 MSWs) completed pre and posttests in 2004–2005, self-rating their aging competency using the Social Work with Aging Skill Competency Scale II (New York Academy of Medicine, 2005 New York Academy of Medicine . ( 2005 ). Practicum Partnership Program Geriatric Social Work Competency Scale II . Retrieved July 7, 2005, from New York Academy of Medicine Geriatric Practicum Partnership Program Web site:http://socialwork.nyam.org/pdf/GSWCompetencyScaleII.d  [Google Scholar]). Additional outcome questions were included to assess elements of the specific strategy. Findings indicate that both groups showed improved aging competency, but policy and human behavior courses were key to competency for BSW students, while practice and field classes predicted competency for MSWs.