assessment, tutorial structures and initial teacher education of trainee students in the subjects...
TRANSCRIPT
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Assessment, tutorial structures and initial teacher education of trainee students in the subjects Political/Civic Education, Social/Cultural Studies and History in Europe
A comparative study
Preliminary results from the
questionnaire 1 and 2
Alois Ecker
2nd Expert MeetingEuropahaus, Vienna
26 May 2011
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33 European countries involved
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Questionnaire – general conception
ITT has become an task of tertiary education – we have to involve the universites in ITT
The professionalisation of teacher training demands reserach based information
The project will collect data on ITT which will form several databases also for future studies on ITT in the concerned subjects: training institutions, forms and concepts of training, content and methodology of curricula
The ICCS study produced data on knowledge and competencies in the field of politics, citzenship – the CHE project will provide the data for teacher education in the field
The EU wants an evidence based policy paper -the questionnaire forms the data background for this paper
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Conception and content of the questionnaire
Part 1, AThe contributors - Guidelines – Glossary
General information on number and type of study programmes
Statistical data: students, trainee teachers, feminisation (more difficult to get, than expected – thesis: an indicator for professionalisation of the organisation of teacher training)
General information on teacher training institutions: institutions involved, proportion of students attached, relevant training institutions: -> DATABASE on training institutions
Exploring the field of full study programmes of history, citizenship education, Social studies, politics, cultural studies;single subject, major – minor model, combinations
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Questionnaire – conception and content
Part 1, BStructure of ITT – compared to Eurydice database (making the
data comparable and feed them into the European database): models of training, length of studies, time for professional training, (structure of) the induction phase
Entry requirements, forms of selection procedures, forms of assessment, Certification systems
Career models for subject teachers thesis: from national public servant to a profession in the European context and market
Forms of tutoring, mentoring, team orientationquestion: is there a professional profile of the future subject teacher underlying the ITT
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Questionnaire – conception and content
Part 1, C
The teaching of subjects History, CE etc. in primary and secondary school:
Subjects and their place in the school curricula
Hours taught per week
The conception of the school subject - in the broader context of civic education- in relation to teacher training curricula- changes and/or expected changes in the conception of the school subject
Statisticsnumber of subject teachers: total, in different school levels, male – female, employment, certification status, future developments
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Questionnaire – conception and content
Part 2, DDeepen into curriculum analysis of selected full study programmes:
max. 2 for History, max. 2 for citizenship education, ev. Social Studies, Politics, Cultural Studies
Core curricula and (national) guidelines, national, regional, local coordination of c.
Interdisciplinary coordination of c. as concerns aims, content, methodology, recognition of credits
Date of C, impact of the Bologna-process
Architecture/Organisation plan of the full study programme
Summaries
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Questionnaire – conception and content
Theoretical and conceptual basement
Aims of ITT curricula;
Poportion of courses in subject, subject didactics, general didactics, practical training
Content of courses (name and type, ECTS, status in the curriculum, short description of content)
Methodological training, subject didactic training
Forms of practical training
Didactic organisation of courses (lecture, research seminar, workshop, project work, blended learning, distance learning)
Scale of professional training (teamwork, key-qualifications, interdisciplinary cooperation, interactive teaching, monitoring, use of media and ICT)
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Questionnaire – conception and content
Specific analytic items: Historyproportion of local, regional, national, European, World historyproportion of political, social, economic, global, cultural historyAspects in the conception and/or the teaching of the subject: e.g. chonology, mulitperspectivity, gender history
Specific analytic items: Civic educationpolitical literacy, civic education – citzenship education, HRE, intercultural education, conflict resolution/management, training skills for active citzenship, global development and responsibility, NGOs and pressure groups, environment, solidarity, self-confidence, critical thinkingtraining of sociological methodology (action research, de-/constructing narratives, film analysis …)interrelation between CE and History Education/ historical thinking
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Questionnaire – conception and content
Specific analytic items: Social Studiesidentity of the social subject, social institutions, youth – peers‘ life, labour and labour market, community, health care, distribution of goods and services, economic decisions and accountability, migration, crime prevention, civic institutions
Specific analytic items: Politicselections, militarized conflicts, dictatorship, civil conflicts, wars, social, cultural, linguistic diversity, local governance, science and tecnology in interaction with society, gender equality
Specific analytic items: Cultural Studiesconstruction of values, beliefs, differing social perspectives, every-day-life, ways of living/Life-style, festivity, literature, language, art, artefacts, music
In all three curricula: interrelation between the subject and History Education/ historical thinking
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Part 1: Study programms, ITT Models,
Institutions involved
Important!
the following presentation gives examplesbut NO representative or final resultsData are NOT evaluated and cross-checked
Draft results
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Draft resultsTotal number of institutions offering full study programmes to become a teacher of
secondary school education for subject History or similar subjects in the study year 2009/10 (A1.1.2)
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Draft resultsNumber of institutions offering full study programmes to become a teacher of
secondary school for subject History or similar subjectsstudy year 2009/10 per country (A1.1.2)
One (12)
Two (5)
missing data
Three (2)
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Proportion of teacher training by institutions percentage of students per institution (B1.2), 18.5.11
Draft results
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Draft results
Austria
Universities
Pedagogical universities
Proportion of teacher training by institutions percentage of students per institution (B1.2)
< 5% 5-24% 25-49% 50-74% 75-99% 100%
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Draft results
Proportion of teacher training by institutions percentage of students per institution (B1.2)
Russian Federation
Universities
Pedagogical universities
< 5% 5-24% 25-49% 50-74% 75-99% 100%
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Draft results
Proportion of teacher training by institutions percentage of students per institution (B1.2)
Norway
Universities
Colleges for higher education
< 5% 5-24% 25-49% 50-74% 75-99% 100%
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Draft results
Proportion of teacher training by institutions percentage of students per institution (B1.2)
Czech Republic
Universities
Pedagogical universities
Universities of applied sciences
< 5% 5-24% 25-49% 50-74% 75-99% 100%
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Draft results
Proportion of teacher training by institutions percentage of students per institution (B1.2)
Germany (Heidelberg)
Universities
Pedagogical universities
Universities of applied sciences
< 5% 5-24% 25-49% 50-74% 75-99% 100%
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Draft results
Proportion of teacher training by institutions percentage of students per institution (B1.2)
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Draft results
Proportion of teacher training by institutions percentage of students per institution (B1.2)
< 5% 5-24% 25-49% 50-74% 75-99% 100%
Belgium
Universities
Colleges for higher education
Teacher training institutes
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Draft results
Proportion of teacher training by institutions shown as percentage of students per institution
(B1.2)
Switzerland
Universities
Universities of applied sciences
Colleges for higher education
Other
< 5% 5-24% 25-49% 50-74% 75-99% 100%
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Draft resultsNumber of full study programmes in the field of History, Citizenship/Civic
Education, Social Studies, Politics and Cultural Studies. (A1.1)
more than one (20)
one (5)
missing data
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Draft resultsCountries with a study programme separate from the study programme for subject History to become a teacher for Citizenship/Civic Education, Social Studies, Politics, Cultural Studies and
countries with none. (A1.2)
yes (12)
no (13)
missing data
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Draft resultsGraphs showing number of study programmes to become a a teacher for History,
Citizenship/Civic Education, Social Studies, Politics, Cultural Studies by ISCED per each country. (A1.2.1)
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Draft resultsGraphs showing number of study programmes to become a a teacher for History,
Citizenship/Civic Education, Social Studies, Politics, Cultural Studies by ISCED per each country. (A1.2.1)
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Draft resultsGraphs showing number of study programmes to become a a teacher for History,
Citizenship/Civic Education, Social Studies, Politics, Cultural Studies by ISCED per each country. (A1.2.1)
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Draft resultsGraphs showing number of study programmes to become a a teacher for History,
Citizenship/Civic Education, Social Studies, Politics, Cultural Studies by ISCED per each country. (A1.2.1)
Norway
1
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Draft resultsGraphs showing number of study programmes to become a a teacher for History,
Citizenship/Civic Education, Social Studies, Politics, Cultural Studies by ISCED per each country. (A1.2.1)
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Graphs showing number of study programmes to become a a teacher for History, Citizenship/Civic Education, Social Studies, Politics, Cultural Studies by ISCED per each country.
(A1.2.1)
Belgium
1
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Graphs showing number of study programmes to become a a teacher for History, Citizenship/Civic Education, Social Studies, Politics, Cultural Studies by ISCED per each country.
(A1.2.1)
Germany (Heidelberg)
1 1
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Draft resultsGraphs showing number of study programmes to become a a teacher for History,
Citizenship/Civic Education, Social Studies, Politics, Cultural Studies by ISCED per each country. (A1.2.1)
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Draft resultsGraphs showing number of study programmes to become a a teacher for History,
Citizenship/Civic Education, Social Studies, Politics, Cultural Studies by ISCED per each country. (A1.2.1)
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Draft resultsGraphs showing number of study programmes to become a a teacher for History,
Citizenship/Civic Education, Social Studies, Politics, Cultural Studies by ISCED per each country. (A1.2.1)
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Forms and/or combinations in studies of History (B3.1.1) => 18. Mai
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Forms and/or combinations in
studies of History (B3.1.1) => 18. Mai
Danke für ihre Aufmerksamkeit!
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Consecutive, concurrent, modular model of training (B3.2.1) 18. Mai
Consecutive (3)
Concurrent (8)
Modular (3)
Consecutive, concurrent (1)
Consecutive, modular (0)
Missing data
Mixed models (7)
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Length of teacher training studies for primary schools in years. (B4.1.2)
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Proportion of professional training of teacher training studies for primary schools. (B4.1.2)
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Length of teacher training studies for lower secondary schools in years. (B4.1.3)
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Proportion of professional training of teacher training studies for lower secondary schools. (B4.1.3)
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Length of teacher training studies for upper secondary schools in years. (B4.1.4)
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Proportion of professional training of teacher training studies for upper secondary schools. (B4.1.4)
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Induction phase (B4.2.2) => 18. Mai
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Length of induction phase B4.2.2) => 18. Mai
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Length of induction phase (B.4.2.2)
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variety of induction phases (B4.2.2) => 18. Mai
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Institutionalised forms of tutoring and/or mentoring during ITT studies (B4.8.2) => 18. Mai
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Proportions of institutionalised forms of tutoring and/or mentoring (B4.8.2) => 18. Mai
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Part 2Analysing the curricula
Draft results
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all full study programmes described per country (D1) > 23. Mai
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Number of all full study programmes described, per country (D1) > 23. Mai
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inter-disciplinary coordination of full study programmes at teacher
training institutions (overview) (D1.4.1) => 23. Mai
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Inter-disciplinary coordination of the full study programmes at teacher training institutions (D1.4.1) => 23. Mai
Croatia
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Inter-disciplinary coordination of the full study programmes at teacher training institutions (D1.4.1) => 23. Mai
Estonia
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Inter-disciplinary coordination of the full study programmes at teacher training institutions (D1.4.1) => 23. Mai
Norway
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Inter-disciplinary coordination of the full study programmes at teacher training institutions (D1.4.1) => 23. Mai
Belgium
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Inter-disciplinary coordination of the full study programmes at teacher training institutions (D1.4.1) => 23. Mai
Austria, Germany (A.+S.), and Malta
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Average proportion (%) of subject courses, courses of subject didactics, of general didactics and of practical training for the whole period of studies including the induction phase (D2.4) => 23.
Mai
Austria
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Average proportion (%) of subject courses, courses of subject didactics, of general didactics and of practical training for the whole period of studies including the induction phase (D2.4) => 23.
Mai
Belgium
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Average proportion (%) of subject courses, courses of subject didactics, of general didactics and of practical training for the whole period of studies including the induction phase (D2.4) => 23.
Mai
Estonia
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Average proportion (%) of subject courses, courses of subject didactics, of general didactics and of practical training for the whole period of studies including the induction phase (D2.4) => 23.
Mai
Germany (A.)
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Graph showing the average proportion (%) of subject courses, courses of subject didactics, of general didactics and of practical training for the whole period of studies including the
induction phase (D2.4) => 23. Mai
Germany (S.)
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Graph showing the average proportion (%) of subject courses, courses of subject didactics, of general didactics and of practical training for the whole period of studies including the
induction phase (D2.4) => 23. Mai
Malta
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Graph showing the average proportion (%) of subject courses, courses of subject didactics, of general didactics and of practical training for the whole period of studies including the
induction phase (D2.4) => 23. Mai
Norway
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Important aspects in subject history courses“History 1” (E1.5) => 22. Mai
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Importance of Chronological structure in subject history courses curriculum “History 1” , per country (E1.5) => 22. Mai
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Importance of theme-centred structure in subject history coursescurriculum “History 1”, per country (E1.5) => 22. Mai
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Importance of teaching by example in subject history coursescurriculum “History 1”, per country (E1.5) => 22. Mai
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Importance of multiperspective approaches to history in subject history courses,curriculum “History 1”, per country (E1.5) => 22. Mai
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Importance of gender history in subject history coursescurriculum “History 1”, per country (E1.5) => 22. Mai
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Proportion of aspects, approaches and/or skills taught explicitly in Subject Didactic courses of “History 1”, (E2.2.1) => 22. Mai
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Training of historical research skills for the use in classroom teachingSubject Didactic courses of “History 1”, per country (E2.2.1) => 22. Mai
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Training of conflict resolution and conflict management in Subject Didactic courses of “History 1”, per country (E2.2.1) => 22. Mai
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Proportion of the Use of History-Textbook analysis in Subject Didactic courses“History 1” per country (E2.2.1) => 22. Mai
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Proportion of planning and organising history lessons in Subject Didactic courses“History 1” per country (E2.2.1) => 22. Mai
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Proportion of observing the teaching of history in Subject Didactic courses“History 1” per country (E2.2.1) => 22. Mai
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Proportion of process-oriented forms of learning and teaching in Subject Didactic courses“History 1”per country (E2.2.1) => 22. Mai
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Proportion of use of information-technology in history teaching in Subject Didactic courses “History 1” per country (E2.2.1) => 22. Mai
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Proportion of collaborative tools and Web 2.0 in history teaching in Subject Didactic courses “History 1” per country (E2.2.1) => 22. Mai
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Proportion of training of teamwork in history teaching in Subject Didactic courses“History 1” per country (E2.2.1) => 22. Mai
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Proportion of training of portfolio tasks for history teaching in Subject Didactic courses“History 1”, per country (E2.2.1) => 22. Mai
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Aspects and/or skills of Civic/Citizenship education in curriculum „History 1“ (E5.1) => 22. Mai
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Proportion of intercultural education in curriculum „History 1“per country (E5.1) => 22. Mai
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Proportion of conflict resolution and conflict managementcurriculum „History 1“ per country (E5.1) => 22. Mai
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Proportion of critical thinkingcurriculum „History 1“ per country (E5.1) => 22. Mai
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Proportion of skills for active citizenshipcurriculum „History 1“ per country (E5.1) => 22. Mai
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Proportion of mutual understanding/ respect of oneself and of otherscurriculum „History 1“ per country (E5.1) => 22. Mai
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Proportion of self-confidencecurriculum „History 1“ per country (E5.1) => 22. Mai
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Proportion of skills for active participation in the community [at school, local, regional level] curriculum „History 1“ per country (E5.1) => 22. Mai
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Proportion of learning to listen curriculum „History 1“ per country (E5.1) => 22. Mai
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Proportion of types of courses (History 1) in percent (E6.1) 22. Mai
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Quantitative significance of lectures (History 1) in percent per country (E6.1) => 22. Mai
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Quantitative significance of seminars, or courses in seminaristic structure (History 1) in percent per country (E6.1) => 22. Mai
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Quantitative significance of integrated courses (History 1) in percent per country (E6.1) => 22. Mai
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Quantitative significance of teamwork and workshops (History 1) in percent per country (E6.1) => 22. Mai
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Quantitative significance of teaching in classroom (History 1) in percent per country (E6.1) => 22. Mai
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Curricula Comparison
Austria
University of Vienna – Pedagogical University Styria
Draft results
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Comparison of ITT - Curricula
University of Vienna ISCED 5
University of Teacher Education Styria ISCED 5
Name of study programme History, Social Studies and Civic Education
History and Social Studies
Type of organisation Combination of two subjects Combination of major and minor subject
Distribution of workload (ECTS) Subject History (80)
Subject didactics in history (37)
General didactics (41)
Practical training during university studies (12)
Practical training during induction phase in secondary school (no ECTS)
Subject History (27,5)
Subject didactics in history (7)
General didactics (55,5)
Practical training during university studies (26,5)
No induction phase
Diploma thesis (ECTS) Has to be written in one of the subjects respectively in the field of subject didactics (no ECTS)
Has to be written interdisciplinary (9)
Final examinations for graduation
Obligatory in both subjects ---Induction phase (ECTS) One year, includes teaching in one
history class plus the same for the second subject and a course at the Pedagogical University (10)
---
Sources:Bundesgesetz über die Organisation der Pädagogischen Hochschulen und ihre Studien (Hochschulgesetz 2005) §42Unterrichtspraktikumsgesetz §2,§5,§24 University of Teacher Education StyriaUniversity of Vienna
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Proportions…
Subject
courses
Subject didactic
courses
General didactic
courses
Practical
training
University of Vienna 47% 22% 24% 7%
University of Teacher Education Styria
24% 6% 47% 23%
Note: In both cases the second subject is excluded. The general didactic courses of History 1 include the course at Pedagogical University during the induction phase while the percentage of practical training does not include the induction phase.
Sources: University of Teacher Education Styria, University of Teacher Education Vienna, University of Vienna
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A professional profile of a history teacher at the University of Vienna
•Knowledge, competences and critical application
- Research competences
- Multiperspective views
- Interdisciplinary thought and work
• Subject didactics
- Disposition to expand competence informed by ongoing discussions
- Intercultural thinking and acting
•Civic education - devising „critically communicative learning processes“
•Selecting content with regard to…
- empirical knowledge
- the present time
- the lifeworlds of students
•Choice of an work on topics in a critical, problemoriented and inspiring way
Source: University of Vienna
Note:These are only competences with a connection to the subject of history. They do not include the all competences important in the ITT – curricula.
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A professional profile of a history teacher at the University of Teacher Education Styria
•Knowledge
- Modes of scientific discussion
- Concepts
- Methodology
- Structures of the discipline
• Ability for phrasing a research question
• Competence to…
- receive, reflect and transfer results of research
- connect subject and subject didactics (evaluation and configuration of contents)
•Ability to interpret content of school curricula
Source: University of Teacher Education Styria
Note:These are only competences with a connection to a subject/ to the subject of history. They do not include all competences important in the ITT – curricula.
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Training of historical methodsUniversity of Vienna –
University of Teacher Education Styria –
Sources: University of Teacher Education Styria, University of Vienna
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Proportions…
University of Vienna –
University of Teacher Education Styria –
Sources: University of Teacher Education Styria, University of Vienna
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Content analysis
VO Das andere Mittelalter: Grundzüge der Geschichte des Byz.Reiches im Vergleich, ca.300-1453 VO Mittelalter 1 (ca. 400 bis ca. 1200) ….
University of Vienna: Different courses with different emphases
for the same position in the curriculum
University of Teacher Education Styria : One course for one position in the curriculum
VU Geschichtliche Entwicklung des zentraleuropäischen Raumes bis zum Wiener Kongress
Sources: University of Teacher Education Styria, University of Vienna
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Proportions…
University of Vienna –
University of Teacher Education Styria –
Sources: University of Teacher Education Styria, University of Vienna
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Subject history courses
University of Vienna –
University of Teacher Education Styria –
Sources: University of Teacher Education Styria, University of Vienna
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Differences in history didactics
Historical
consciousness
Construction
and Deconstruction of History
Planning and organising
history lessons
Use of information-technology
in history
Multicultural aspects
in history teaching
Other:
Teaching children with special needs
University of Vienna –
University of Teacher Education Styria –
Sources: University of Teacher Education Styria, University of Vienna
![Page 109: Assessment, tutorial structures and initial teacher education of trainee students in the subjects Political/Civic Education, Social/Cultural Studies and](https://reader033.vdocuments.mx/reader033/viewer/2022051018/56649e725503460f94b71e45/html5/thumbnails/109.jpg)
Differences in civic education
System of laws; jurispondence
Political / Social institutions
Critical thinking
Political systems
Environment
University of Vienna –
University of Teacher Education Styria –
Sources: University of Teacher Education Styria, University of Vienna
![Page 110: Assessment, tutorial structures and initial teacher education of trainee students in the subjects Political/Civic Education, Social/Cultural Studies and](https://reader033.vdocuments.mx/reader033/viewer/2022051018/56649e725503460f94b71e45/html5/thumbnails/110.jpg)
Aspects not mentioned in the curricula
•Strategies for effective fighting racism and xenophobia•Construction values, differing social perspectives•Learning to listen•Solidarity•Self – confidence•Social and moral responsibility•Mutual understanding•Skills for developing project initiatives in conjunction with communities/ organisations•Skills for active participation in the community•Skills for getting involved with democratic institutions•Skills for active citizenship•Peace education•Human rights education•Political literacy
Sources: University of Teacher Education Styria, University of Vienna
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Thank you for your contributions …
and
for your attention!