PFL a Multiple-Integrated Austrian In-service Training Course Leopold Mathelitsch Univ. Graz.
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Transcript of PFL a Multiple-Integrated Austrian In-service Training Course Leopold Mathelitsch Univ. Graz.
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PFLa Multiple-Integrated
AustrianIn-service Training Course
Leopold MathelitschUniv. Graz
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PPedagogy
FSubject didactics
LTeachers
1982 - English, German Language, History, Mathematics
1994 - Natural Sciences (Biology, Chemistry, Physics)
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General StructureTwo years
Three seminars of one week
Five regional meetings of 1 ½ days
Observation of class-practice
Two papers
Experts in pedagogy, didactics, subjects
Interaction between participants
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Integration 1Pedagogy – Subject Didactics – Content
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Action Research Implicit knowledge in action
Reflection in action
Reflection on action
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Action Research
A systematic study of a social situation with a view to improving the action in it.
(J. Elliot, 1991)
Researchers seek to describe, interpret and explain events whilst seeking to change them for the better.
(M. Bassey, 1998)
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Action Research Action Research aims at improving practice rather than
producing knowledge.
ObjectivityParticipative Action Research (PAR)Critical Friends
Publication
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Cycle of Action ResearchAction
Observation Question
Collection of data
InterpretationReflection
Planning
Start
Publication
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Cycle of Action Research
From: http://www.kaytejudge.com/blog/
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Integration 1Pedagogy – Subject Didactics – Content
Publication
Miniature: Documentation of an actual statusInvestigation with two tools
Study: Documentation of a changeScientific literature
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Integration 2Biology – Chemistry– Physics
Problems in interdisciplinary teaching
Experts in the fields
Willingness to cooperate
Material
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Interdisciplinary Teaching
Seminar 1
Seminar 2
Seminar 3
WATER
ELECTROMAGNETISM
COMMUNICATION
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Interdisciplinary Teaching
Seminar 1
Seminar 2
Seminar 3
WATER
COMMUNICATION
HISTORY OF A CANDLE
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Interdisciplinary TeachingPh – Ch Bio – Ph Bio – Ph - Ch
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Integration 3Primary – Secondary I– Secondary II
Secondary II – Secondary IUniversity
5 years
gymnasium (10 – 18 years)
Pedagogical Academy
3 years
secondary school(10 – 14 years)
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Integration 3Primary – Secondary I– Secondary II
PrimaryPedagogical Academy
3 years
primary school(6 – 10 years)
Science
poor education in science
difference in age
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Integration 3Primary – Secondary I– Secondary II
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Evaluation
Reflection
Internal Evaluation
External Evaluation
Oral: Each morning of a seminar day
Questionnaires: After each seminarEnd of course
Questionnaires: Before, after courseVideo analysis: Before, after course
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Internal Evaluation
1 2 3 4 50
10
20
30
40
50
60
70
General Reflection
Were you satisfied with the course?1 not at all … 5 very much
Primary School Secondary School
Were you satisfied with the group work?1 not at all … 5 very much
Primary School Secondary School1 2 3 4 50
10
20
30
40
50
60
70
80
Group Work
A. Schuster
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Positiva
Experim
ente
Pub Science
Team
Vortrag Peter P
osch
Konzept/I
nhalte/V
orträge
Umgang mite
inander/Klim
a
Unterkunft/V
erpflegung
Wasse
runtersuch
./Stationen
Organisation
RG-Gruppen
SchülerIn
neninterviews
Analysegesp
räch
Gespräch
e/Vernetzu
ng
Exkursi
on
Aktionsfo
rschung generell
Gemeinsam m
it Sek
Entwick
eln von Aufgaben
0
10
20
What was best?
Seminar 1 Seminar 2
Experim
ente/Stationen
Pub Science
/Egg Race
Team
Austausch
/Vernetzu
ng
Gruppenarbeiten/-p
uzzle
Programm/Konze
pt
Vorträge/In
puts
Umgang mite
inander/Gruppenkli
ma
Unterkunft/V
erpflegung
Organisation/Z
eitmanagement
RG-Gruppen
SchülerIn
neninterviews
Analysegesp
räch/A
ktionsfo
rschung
Exkursi
on
Neue Ideen
Eingehen auf Wünsch
e
Erwartu
ngen erfüllt
Alles
Weg vo
m Alltag
0
10
20
30
What was best?
Seminar 1 Seminar 2
General structure of the course
Experimental work
A. Schuster
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External Evaluation
Questionnaires: Before, after the two-years course
Interest
Competences
Knowledge
No significate gain
Individualisation
Pedagogical content knowledge
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External Evaluation
Video Analysis: Before, after the two-years course
Cognitive Activation Optimization
Competence of analysing a
teaching situation
Training in video analysis
No training in video analysis
F. Müller, I. Andreitz, J. Mayr
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Problems / Questions
Impact on students
Impact on schools
Recognition
Costs
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PPedagogy
FSubject didactics
LTeachers
Profit for Learners