Das Halbjahrespraktikum aus Perspektive von Studierenden auf dem Wege zum Lehrer(innen)beruf: eine empirische Untersuchung zu Lernen im Praxisfeld

Abstract

At University of Bremen teacher students had to get in touch with their profession during a long phase of praxis at schools. The empirical dissertation mainly based on interviews focusses on learning as a process of more and more participation in teachers daily work. Change of cognitive structures including competences for organising school in general and claasroom teaching in special are analysed in detailed terms of how to see what is nessasary to do. The devellopment of perspectives of learners and their competences to act as teachers turned out to depend on certain conditions - for example coteaching, time spend at school and in general beeing accepted and integrated by experienced teachers. On the one hand this study (field: teacher education)might be of interest because of it's methods (qualitative research combined with quantitative data)and on the other for some answers about learning (understanding and best practice).