Rahmenprogramm des BMBF zur Förderung der empirischen Bildungsforschung

Literaturdatenbank

Vollanzeige

    Pfeil auf den Link... Verfügbarkeit 
Autoren Behrmann, Lars; Souvignier, Elmar  
Titel Effects of fit between teachers’ instructional beliefs and didactical principles of reading programs.  
URL https://doi.org/10.1007/s10212-014-0241-6  
URN, persistent 10.1007/s10212-014-0241-6  
Erscheinungsjahr 2015, Jg. 30, H. 3  
Seitenzahl S. 295-312  
Zeitschrift European journal of psychology of education  
ISSN 0256-2928; 1878-5174  
Dokumenttyp Zeitschriftenaufsatz; gedruckt; online  
Beigaben Literaturangaben, Abbildungen, Tabellen  
Sprache englisch  
Forschungsschwerpunkt Entwicklung von Professionalität des pädagogischen Personals in Bildungseinrichtungen  
Schlagwörter Professionalisierung; Flexibilität; Unterrichtsinhalt; Pädagogisches Denken; Lesekompetenz; Sekundarstufe I; Studie  
Abstract A strategy-based reading promotion program was implemented over a course of 8 months in 65 classes from grades 5 to 7 (student age M = 11.2 years, SD = 1.0). It was investigated whether teachers flexibly adapted their pedagogical content beliefs (PCBs) on the teaching of reading according to the instructional principles of the intervention. Fifteen teachers demonstrated the assumed PCB development curves, that is, an initial increase of direct-transmissive positions followed by an increase in the endorsement of constructivist beliefs. Students of teachers whose PCBs showed this belief development pattern demonstrated significantly larger reading achievement gains than students of the other teachers. Thus, teachers’ PCBs are—in principle—open to change which can turn out relevant for student achievement gains. (Orig.).  
Projekt Professionalisierung von Lehrkräften zur Förderung des Leseverständnisses
 
Förderkennzeichen 01JH0924