370 Erziehung, Schul- und Bildungswesen
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The COVID-19 pandemic necessitated significant changes in foreign language education, forcing teachers to reconstruct their identities and redefine their roles as language educators. To better understand these adaptations and perspectives, it is crucial to study how the pandemic has influenced teaching practices. This mixed-methods study focused on the less-explored aspects of foreign language teaching during the pandemic, specifically examining how language teachers adapted and perceived their practices, including rapport building and learner autonomy, during emergency remote teaching (ERT) in higher education institutions. It also explored teachers’ intentions for their teaching in the post-pandemic era. An online survey was conducted, involving 118 language educators primarily from Germany, with a smaller representation from New Zealand, the United States, and the United Kingdom. The analysis of participants’ responses revealed issues and opportunities regarding lesson formats, tool usage, rapport, and learner autonomy. Our findings offer insights into the desired changes participants envisioned for the post-pandemic era. The results highlight the opportunities ERT had created in terms of teacher development, and we offer suggestions to enhance professional development programmes based on these findings.
The article pleads for Education for Sustainable Development (ESD) in the textile and fashion sector and shows possibilities how this can be implemented from elementary school to higher education and vocational training. It begins by highlighting the non-sustainable practices and deficits that can be found in the fashion and textile sector worldwide and explains the sustainability goals in the context of the UN Roadmap ESD for 2030. In order to raise the awareness for sustainability and implement these goals, education is needed. The article introduces the concept of ESD as a guiding principle with the core element design competence, implemented by the interdisciplinary method of Design Thinking (DT). In order to successfully teach the ESD-relevant design competence, various didactic principles are required. It can be shown that they are very similar to the principles and phases of DT. Within a research project DT and its potential for implementing ESD has been investigated in teaching-learning situations at elementary schools as well as in an interdisciplinary seminar for student teachers. These findings have been transferred to the EU project Fashion DIET, which pursues the goal of implementing ESD in the textile and fashion sector. By means of an online pilot workshop, the methods and principles of DT were presented and explained to lecturers, teachers and educators, who gave their feedback on the potential of DT as a method to implement ESD as a guiding principle in their curricula.
All around the world, there are numerous academic competitions (e.g., “Academic Olympiads”) and corresponding training courses to foster students’ competences and motivation. But do students’ competences and motivation really benefit from such courses? We developed and evaluated a course that was designed to prepare third and fourth graders to participate in the German Mathematical Olympiad. Its effectiveness was evaluated in a quasi-experimental pre- and posttest design (N = 201 students). Significant positive effects of the training were found for performance in the academic competition (for both third and fourth graders) as well as mathematical competences as measured with a curriculum-oriented test (for fourth graders only). Differential effects across grade levels (with more pronounced positive effects in fourth-grade students) were observed for students’ math self-concept and task-specific interest in mathematics, pointing to possible social comparison effects.
This article describes the concept and the implementation of an interdisciplinary seminar that was held at the University of Education in Freiburg, Germany. Student teachers for elementary school subjects were first taught in Design Thinking. Then they used their acquired knowledge to create learning scenarios for the subjects Art/Crafts and General Science and Social Studies. The article highlights the results and offers the opportunity to discuss the potentials of Design Thinking with regard to its transfer to classroom and teacher education against the background of fostering children’s creativity, problem-solving skills, and collaborative work.