Projektdetails
Amsterdamse Hogeschool voor de Kunsten
Friedrich-Alexander-Universität Erlangen-Nürnberg
Karls-Universität
Universität Augsburg
Universität Flensburg
Universität Passau
2. Zielsetzungen
a. To identify in New Economic Criticism the common categories of human economics
b. To establish a corpus of narratives that respond to these categories in a range of media forms (pop-economics books, fiction, film, TV series, computer games, other)
c. To investigate the main components of literary form and content in these narratives
d. To study reader responses to these stories through student-led research (EB14.1 (literature) and EB14.3 (culture) Seminars and BA Theses)
e. To consider the pedagogical potential of these stories in EFL literature in the classroom through student-led research (EB14.1Literature and EB14.3Culture) Seminar in English Studies and BA Theses)
f. Groundwork for a potential project extension to study the application of these stories in the classroom through long-term contact with the students after graduation
g. Groundwork for a potential parallel project of the ABC Methodology
3. Methode
a. Extensive reading to define the common categories of human economics in current economic criticism and the narratives used to describe them
b. With students in PS and SE, establish and analyse a corpus of narratives that respond to these categories in a range of media forms
c. Narratological literary analysis of language, form and content of the corpus (ABC Method ‚A‘)
d. Reader Response Theory applied to student responses to these texts (ABC Method ‚B‘)
e. Creativity-based exercises with a didactic interest in teaching these texts in the EFL classroom (ABC Method ‚C‘)
Das Forschungsprojekt stellt eine akademische Qualifizierungsarbeit (Dissertation) dar und steht in Zusammenhang mit mehreren im Ziel- und Leistungsplan formulierten Schwerpunkten:
Professionsforschung: Lehrer_innenbildung
Didaktische Forschung: Allgemeine Didaktik, Hochschuldidaktik
Schulentwicklungsforschung und Transferforschung: Implementierung
In vorliegender Arbeit wird ein Forschungsmodell auf Grundlage der Person-Environment fit (P-E fit) Theorie angewandt, um den Beitrag von Bildungsinterventionen zu untersuchen und maßgeschneiderte Unterstützungssysteme für Lehrpersonen herauszuarbeiten. Es werden Effekte des P-E fits, d.h. der Passung von Bedürfnissen, Angeboten, Anforderungen und Fähigkeiten, untersucht, um zu klären, welche Umwelt- und Personenfaktoren einen Einfluss auf das Engagement von Lehrpersonen in Bezug auf ihre Bereitschaft, zur Weiterentwicklung des Systems beizutragen, haben.
Against the background of numerous recent non-fan-specific studies on students‘ attitudes towards and use of digital media for their study and private use, there is currently a lack of specific research for an important group for teaching and learning with digital media: the group of teacher education students. These are the ones that are to realize innovative measures by means of digital media in the classroom. They are expected to be open and positive in facing e-learning developments, and to be able to respond to demands for constructivist, individualizing and differentiated instruction. The study surveys the usage behavior, the intensity of use of digital media and the personal and professional significance of it for teaching students in one federal state of Austria. The aim of the work is a differentiated recording of the current study-related media use of teacher training students. Up-to-date data for teacher education students from primary and secondary education is missing to date. The present study takes up the lack of data as a first step. Teaching students often draw a slightly different picture of the results from teachers and mentors participating in e-learning programs. For example, they are more skeptical in their assessment of the importance of communication and cooperation via a learning platform or in their assessment of learning gain through e-learning activities than other respondents (Harrich 2013, Kysela-Schiemer 2015). In addition, the teacher training students are not sufficient mentoring mentors. They are looking for direct communication with the teachers and especially with the classmates in the classroom sessions – although they use the necessary direct communication with learners and teachers, they make extensive use of the possibility of online communication. It is stated that the computer and the Internet have significantly expanded communication, but it takes a lot of time and does not specifically serve scientific exchange. The high expenditure on virtual study programs is difficult or impossible for non-assistants, necessary tutors, and the necessary personnel and financial resources to provide (Arnold et al., 2011, pp. 30ff.). The study presents facts that can serve as a basis for further forecasts. Indications of trends and contradictions are given. In a first step, the development process of a model is initiated („work in progress“) in order to show the sectors to be examined and to be able to sharpen the questions. At the center of all questions is always the student teacher and his use of digital media (e-learning offers), whereby for the time being it is examined in which intensity the student uses which offers.