Waxmann poster prize at the AEPF conference
Importance of learning orientations for the use of learning opportunities and the acquisition of skills by student teachers
Lisa Pösse, Florian Hofmann & Michaela Gläser-Zikuda
Theoretical background
- The learning of LA students in internships can be explained by the supply-utilization model for school internships (Hascher & Kittinger, 2014).
- Learning is determined by the learning context. Learning opportunities are characterized both by objective criteria (such as location, time/duration and resources) and by individual characteristics (such as mentor competencies). In particular, this includes the quality of the feedback provided by the internship mentor (Ambrosetti & Dekkers, 2010).
- Learning is also influenced by the way in which student teachers use the learning opportunities. This depends, among other things, on the different learning orientations of the students. Oosterheert et al. (2002) distinguish between five learning activities of student teachers: “active theory-practice relationship”, “proactive use of the mentor”, “development of views and ideas through discussion”, “reactive theory-practice relationship” and “student-oriented assessment criteria”.
Research questions
- Can the five learning activities according to Oosterheert et al. (2002)
be distinguished in samples of German and Slovenian student teachers? - What influence do the learning activities and the quality of feedback have on the self-perceived teaching competence of student teachers? Is the relationship between feedback quality and perceived competence mediated by learning activities?
You can find the original winning poster here.