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Kohärenz, Phasenharmonisierung und Praxisschock in der Lehrerinnen- und Lehrerbildung: Eine qualitative Untersuchung zu Potenzialen, Leistungen und Grenzen des Praxissemesters

Kohärenz, Phasenharmonisierung und Praxisschock in der Lehrerinnen- und Lehrerbildung: Eine qualitative Untersuchung zu Potenzialen, Leistungen und Grenzen des Praxissemesters

          
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About the Book

Die Lehrerinnen- und Lehrerbildung in Deutschland zeichnet sich durch ihre mehrphasige Organisationsstruktur aus, welche aus der universitären Studienphase, dem Vorbereitungsdienst und der berufslebenslangen Fort- und Weiterbildung besteht. Bei den Transitionen zwischen den einzelnen Phasen kann es zu Problemen und Spannungen kommen. So herrscht bereits seit der Mitte der 1970er Jahre ein Diskurs über das Auftreten eines Praxisschocks beim Übergang von der ersten universitären Phase in die zweite schulpraktische Phase. Im Rahmen der Forschung zum Praxissemester und anderen Formen verlängerter Praxisaufenthalte während des Lehramtsstudiums werden die Harmonisierung zwischen erster und zweiter Phase sowie die Vorbeugung des Praxisschocks immer wieder als Potenzial genannt. Jedoch konnte eine derartige Wirkung bislang empirisch nicht bestätigt werden. In der vorliegenden Interviewstudie werden Referendarinnen und Referendare mit und ohne Praxissemester im Lehramtsstudium nach ihrem Belastungserleben im Vorbereitungsdienst befragt. Die Auswertung erfolgt mittels einer qualitativen Inhaltsanalyse durch deduktive und induktive Kategorienbildung. Die Ergebnisse verdeutlichen, dass insbesondere das Kennenlernen der Zentren für schulpraktische Lehrerinnen- und Lehrerbildung sowie des Arbeitsplatzes Schule im Praxissemester zu einer geringeren Belastung zu Beginn des Vorbereitungsdienstes und somit zu einer Phasenharmonisierung beim Übergang zwischen der ersten und zweiten Phase führen kann. Aufgrund fehlender Trennschärfe beim individuellen Belastungserleben können allgemeingültige Aussagen zum Praxisschock nur eingeschränkt getroffen werden. Konklusiv wird daher eine stärkere Trennung dieser Bereiche im wissenschaftlichen Diskurs vorgeschlagen.
About the Author: Tobias Koch begann 2013 das Studium der Fächer Sport und Latein für das Lehramt an Gymnasien und Gesamtschulen an der Westfälischen Wilhelms-Universität Münster und schloss dieses 2020 mit dem akademischen Grad Master of Education ab. In dieser Zeit war er unter anderem als studentischer Mitarbeiter am Institut für Erziehungswissenschaft tätig. Bis voraussichtlich Mai 2022 absolviert er als Studienreferendar den Vorbereitungsdienst an einem Gymnasium in Nordrhein-Westfalen.


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Product Details
  • ISBN-13: 9783752628593
  • Publisher: Books on Demand
  • Publisher Imprint: Books on Demand
  • Height: 210 mm
  • No of Pages: 286
  • Spine Width: 15 mm
  • Weight: 344 gr
  • ISBN-10: 3752628596
  • Publisher Date: 20 Nov 2020
  • Binding: Paperback
  • Language: German
  • Returnable: N
  • Sub Title: Eine qualitative Untersuchung zu Potenzialen, Leistungen und Grenzen des Praxissemesters
  • Width: 148 mm


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