Grüning, Miriam (2020). Kulturdimension Kooperation in schulpraktischen Studien. (Thesis). Universität Bern, Bern
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Abstract
Internships in teacher education are highly popular, and this development is evident in the increasing introduction of the student teaching semester in more and more German federal states (Weyland, Gröschner, & Košinàr, 2019). Empirical studies clarifying the effectiveness of student learning in internships indicate that training locations influence learning processes (Mayr, 2006; Baer et al., 2007). The structural and cultural contextual conditions that develop from different teacher education traditions are presumably reflected in the heterogeneity of teacher education locations; at the same time, they affect the students’ learning processes in the internship. Cooperation also has an important role in this context, as it represents an educational goal (Rothland, 2012). In addition, internships take place in the interface between school and university (Fraefel, 2018), signifying that cooperation between school and university internship supervisors is particularly essential. This dissertation was written within the context of the research project COPRA (Coaching im Praktikum), which was funded by the DFG and the SNF. Using a mixed-methods approach, the project investigated the question of the specific accompanying offers that could promote learning processes during an internship while considering heterogeneous internship cultures. The aim of the qualitative part of the COPRA study was to identify culture-specific conditions for the successful implementation of the supporting offers at four locations of a single-phase and a two-phase teacher education model. The dissertation was based on four qualitative studies focusing on the role of cooperation in heterogeneous internship cultures. With the help of document analysis and rating conferences, Study I Document analysis and rating conferences as instruments for recording different internship cultures of teacher training institutions and Study II Making heterogeneity visible: An approach to different teacher education cultures using the example of cooperation in the internship examined the heterogeneity of internship cultures at teacher training institutions. The results indicated that written instructions are implemented differently by institutions; furthermore, the comparison between two locations in Study II revealed their heterogeneity in terms of the declared cooperation instructions and the practices reported in the rating conferences. In Study III Role of cooperation in two model types of teacher education, large differences were identified with regard to cooperation in written regulations at two teacher training locations belonging to two different training models (single- vs. two-phase). Study IV Third Space as a concept for the further development of internship cultures in higher teacher education? similarly focused on as a comparison of two locations. The study investigated the points of criticism raised by students, training teachers and teachers of teacher education institutions in the setting of rating conferences; it also ascertained the starting points for the further development of internship cultures. Despite the heterogeneous structural conditions, the two locations examined slightly differ in the points of conflict raised. In summary, the results of the studies reveal that the approach of capturing the framework conditions of internships on both structural and cultural levels is of considerable benefit, as it can provide a basis for interpreting the effectiveness of accompanying offers in pedagogical field experiences.
| Item Type: | Thesis |
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| Dissertation Type: | Cumulative |
| Date of Defense: | 6 August 2020 |
| Subjects: | 300 Social sciences, sociology & anthropology > 370 Education |
| Institute / Center: | 07 Faculty of Human Sciences > Institute of Education > School and Teaching Research |
| Depositing User: | Hammer Igor |
| Date Deposited: | 14 Sep 2020 09:25 |
| Last Modified: | 06 Aug 2021 00:30 |
| URI: | https://boristheses.unibe.ch/id/eprint/2201 |
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