Zusammenfassung

Teacher's reflective capacity is an important means for teachers' growth in professionalism. This design-based research investigated the effects of knowledge building (KB) principles on pre-service teachers' reflective capacity in two intervention cycles. Particularly, the two principles of “community knowledge, collective responsibility” and “symmetric knowledge advancement” were highlighted. Participants include 25 pre-service teachers who practiced their micro-teaching during two intervention cycles. Data include: (1) records of online activities; (2) content of online feedback in the form of lesson design ideas; and (3) two open-ended surveys. Findings based on the first intervention cycle revealed that guided by the first KB principle, the participants were able to progressively work more cohesively as an online collaborative community, and extend their reflective concerns about teaching to learning. However, there was no significant improvement in terms of the quality of feed-backed lesson design ideas. To address this issue, the second principle was added in the second design cycle. Moreover, using survey as a reflection tool, an attempt to extend the investigation from pre-service teachers' reflection on teaching concerns to reflection on technological, pedagogical, and content knowledge (TPACK) was taken into consideration in the second intervention iteration. As a result, the quality of the feed-backed lesson design ideas was significantly improved, indicating a sign of pre-service teachers' enhanced design fluency. In addition, the participants' design knowledge was also improved as evidenced in their deepening their reflection from basic, to more integrated, TPACK knowledge. Implications regarding principle-based, design-oriented knowledge building activities to foster reflective thinking for teacher preparation are discussed.

Zusammenfassung

Technological pedagogical content knowledge (TPACK) encapsulates teachers' pedagogical knowledge for the integration of information and communications technologies (ICT). It is created as teachers engage in collaborative talk during the design of ICT lessons. Design frames characterize teachers' design reasoning and can substantially influence teachers' TPACK considerations. Yet, this aspect of teachers' TPACK is not well understood. This study examined the design talk conducted by 27 Singapore primary teachers as they worked in teams to integrate student-centered ICT lessons into their school curriculum. Through content analysis and chi-square analyses of about 35 h of coded design talk, it was found that teachers used seven design frames and predominantly considered pedagogical content knowledge, TPACK, and design knowledge when they engaged in ICT lesson design. Teachers' consideration of pedagogical content knowledge was driven by design frames related to idea development, perception, enactment, institutional considerations, and interpersonal factors. On the other hand, teachers emphasized idea development and enactment when they considered TPACK. Teachers also had to consider the management of design processes during ICT lesson design. The implications for teacher ICT professional development are discussed.

Zusammenfassung

Die dritte Phase der Lehrerbildung wurde lange Zeit in ihrer Bedeutung für die Kompetenzentwicklung von Lehrpersonen unterschätzt und vernachlässigt. In der letzten Dekade ist jedoch eine verstärkte Tendenz zur Implementierung neuer Konzepte und zur empirischen Überprüfung ihrer Wirksamkeit zu beobachten. Der Transfer von Fortbildungsinhalten in die Unterrichtspraxis und damit auch dessen Erforschung erweist sich jedoch als ein komplexer und anspruchsvoller Prozess, da neben den Komponenten der Fortbildung auch eine Vielzahl von Merkmalen auf Seiten der lernenden Lehrpersonen und der schulischen Kontextbedingungen auf diesen Prozess einwirkt. Der Beitrag gibt einen Überblick über den Forschungsstand zur Wirksamkeit von Lehrerfortbildung und entwickelt aus den vorliegenden empirischen Befunden ein Rahmenmodell. Die Ergebnisse verdeutlichen im Unterschied zu älteren Befunden, dass unter günstigen Voraussetzungen durchaus von einer Wirksamkeit von Lehrerfortbildungs- und Professionalisierungsmaßnahmen ausgegangen werden kann. (HDZD/Text übernommen).