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Working Group: Language Education

(Speaker: Prof.‘in Dr.‘in Petra Hanke)

 

Research on teacher expertise, teacher cognition and competence in recent years have highlighted the knowledge of teachers as an important component of professional competence. Expertise includes both domain-specific knowledge of the subject and knowledge of how the subject's content is organised and how it is linked to other areas within and outside one's own domain (Lange et al., 2015). The subject-specific teaching knowledge, on the other hand, implies knowledge about conditions of (domain-specific) learning as well as knowledge about the design of cognitively stimulating and motivating learning opportunities and adaptive support in the classroom (Kunter et al., 2011; Lange et al., 2015). Pedagogical knowledge comprises knowledge about the organisation and optimisation of teaching and learning environments that is largely detached from subject content, as well as general knowledge about learning theories and teaching methods (König, 2014; Lange et al., 2015; Voss et al., 2015). In the mathematical and scientific domains, the subject-specific knowledge of teachers, as well as the knowledge of how to teach that subject have been thoroughly researched. In the field of language education, however, only a few studies are available.

Against this background, the Language Education working group focuses in particular on facets of the professional knowledge of prospective teachers in the field of language. The projects relate specifically to the knowledge of teachers in the subjects German and English as a Foreign Language. The projects pursue three key objectives:

  • Conceptualisation, operationalisation and measurement of the professional knowledge of prospective teachers in the subjects German (for teaching basic literacy in primary school; for Literary Studies and Linguistics or, more specifically, for teaching Literature and languages at secondary level I) and English as a Foreign Language (secondary level I) as well as of the planning expertise of prospective German teachers (secondary level I) under consideration of German teaching adaptivity,
  • Investigation of the change in the subject and teaching knowledge of prospective teachers in the subjects German and English as well as examination of the planning competence of prospective German teachers during the first training phase or the first and second phase, respectively,
  • Investigation of the connection between the professional knowledge acquired by prospective German teachers for the secondary level in the first training phase and the competence with respect to the written planning of lessons for prospective German teachers in the second training phase, with particular regard to German teaching adaptivity,
  • Analysis of relationships between the professional knowledge of language teachers, the quality of the teaching they provide and the learning progress oft he learners they teach.

The results of the projects will afford important perspectives for the initial training of German and English language teachers at universities, for the organisation of the teacher training semester and for the second phase of teacher training.

The following research projects can be found in the Working Group Language Education:


COLD - Competencies of school teachers and adult educators in teaching German as a second language in linguistically diverse classrooms

Only those who can speak German well have the opportunity to take part in school, everyday life and working life. Teachers who teach German as a second language are very important in learning the language. The project COLD (Competencies of school teachers and adult educators in teaching German as a second language in linguistically diverse classrooms) examines what skills and knowledge they possess, how they organise their teaching and whether there are differences between teachers in school and in adult education.

Project team of the University of Cologne:
Mercator Institute for Literacy and Language Education: Prof. Dr. Michael Becker-Mrotzek, Prof. Dr. Hans-Joachim Roth, Dr.in Stefanie Bredthauer (Coordination), Stefanie Helbert, Anastasia Knaus
Department of Education and Social Sciences – Empirical School Research: Prof. Dr. Johannes König, Nina Glutsch
Department of Education and Social Sciences - Philosophy of education, anthropology and pedagogy of life span: Prof.in Dr.in Irit Bar-Kochva

Cooperation partner:
German Institute for Adult Education – Leibniz Centre for Lifelong Learning (DIE)
DIPF | Leibniz Institute for Research and Information in Education
IPN – Leibniz Institute for Science and Mathematics Education
TU Dortmund – Institute for School Development Research
University of Cologne – Department of Education and Social Sciences
University of Tübingen - Department of Theoretical Computational Linguistics
University of Zurich – Institute of Education

Project duration: 2019-2022

Homepage: https://www.die-bonn.de/COLD


ST:ST (Studiport-Test – Language and text comprehension) – Test theoretical foundation and and piloting of the Studiport knowledge test for language and text comprehension

The „ST-ST“ project aims to fundamentally revise and develop the current Studiport knowledge test for „language and text comprehension“. The „Studiport“, as an online portal for new students (available via www.studiport.de), provides various offers in the e-learning field that are supposed to support students, especially in the beginning of their studies. Also some of the presented tests provide an opportunity for the students to check their knowledge regarding various topics through self-assessment. This is connected to automatically generated feedback referring to the current level of knowledge that was achieved at the particular time of testing.

Further information can be found on the project homepage.

Project management: Prof. Dr. Johannes König (University of Cologne)

Project participants: Stefan Klemenz (University of Cologne)

Cooperation partners: Prof. i.R. Dr. Albert Bremerich-Vos (University of Duisburg-Essen), Frank Wistuba (University of Bochum)

Project duration: 2019-2022


WibaLes - Professional knowledge of teachers, quality of teaching and progress of pupils in basic reading and writing

The professional competence, in particular the content/subject knowledge, the teaching knowledge and the convictions of primary school teachers in the field of basic literacy in relation to the quality of teaching in initial written language teaching and the success of pupils in the lower performance range in basic literacy has largely been unexplored to date. Against the outlined background the following questions will be investigated in an interdisciplinary research network consisting of representatives from the fields of German teaching, pedagogy and teaching in the area of Special Needs with a focus on Learning, Psychology, Quantitative Methods of Empirical Research on School, General Teaching and Primary School Pedagogy:

1. Which aspects constitute content knowledge, knowledge with respect to the teaching of the subject and fundamental beliefs of primary school teachers with respect to the learning of basic reading and writing skills, and how can these aspects be legitimised?
2. How can the expertise, teaching knowledge and beliefs of primary school teachers in basic literacy be measured?
3. How do the knowledge, teaching knowledge and beliefs of (prospective) primary school teachers with respect to basic literacy change over the different phases of teacher education?
4. Which knowledge and beliefs of primary school teachers regarding basic literacy are relevant for learning success in literacy acquisition in the case of lower achievement pupils in the first year of school?

Further information can be found on the project homepage.

Project management: Prof. Dr. Petra Hanke (University of Cologne), Prof. Dr. Johannes König (University of Cologne), Prof. Dr. Thorsten Pohl (University of Cologne)

Team members: Chantal Bruckmann (University of Cologne), Nina Glutsch (University of Cologne), Tina Waschewski (University of Cologne)

Project participants: Prof. Dr. Michael Becker-Mrotzek (University of Cologne), Prof. Dr. Alfred Schabmann (University of Cologne), Prof.in Dr.in Birgit Träuble (University of Cologne)

Cooperation partners: Prof.in Dr.in Jasmin Decristan (University of Wuppertal), Dr.in Elisabeth Fleischhauer (University of Wuppertal), Prof. Dr. Michael Grosche (University of Wuppertal)

Projektdauer: 2018-2022

Literature (selection):
Bruckmann, C., Glutsch, N., Pohl, T., Hanke, P., & König, J. (angenommen). Notwendiges Professionswissen für den basalen Lese- und Schreibunterricht aus der Sicht von Experten der Lehrerausbildung. Lehrerbildung auf dem Prüfstand.

Hanke, P., König, J., Becker-Mrotzek, M., Bellmann, A. K., Pohl, T., Schabmann, A., Schmitt, R., & Strauß, S. (2018). Professionelle Kompetenzen von (angehenden) Lehrkräften zum basalen Lesen- und Schreibenlernen - ein interdisziplinäres Projekt. In S. Miller, B. Holler-Nowitzki, B. Kottmann, S. Lesemann, B. Letmathe-Henkel, N. Meyer, R. Schroeder & K. Velten (Hrsg.), Profession und Disziplin. Grundschulpädagogik im Diskurs (S. 172-177). Wiesbaden: Springer VS.

Hanke, P., König, J., & Jäger-Biela, D.J., Becker-Mrotzek, M., Pohl, T, Schabmann, A., Schmitt, R. & Träuble, B. (2019). Professionelles Wissen von Lehramtsstudierenden zum basalen Lesen- und Schreibenlernen - ein interdisziplinäres Projekt. In Grundschulpädagogik zwischen Wissenschaft und Transfer (S. 52-58). Wiesbaden: Springer VS.


PlanvoLL-D - The importance of professional knowledge for prospective German teachers for the planning of their lessons

The project "The importance of professional knowledge for prospective German teachers for the planning of their lessons: validation and methodological innovation" (PlanvoLL-D) aims to answer the question of how the professional knowledge acquired by prospective German teachers during the first phase of their training at universities relates to the mastery of  a core requirement in the second phase of teacher training (preparatory phase or teacher traineeship): planning a class.

Two overarching questions are pursued:

1. Is it possible to specify generic planning competence (teaching adaptivity) with respect to German teaching (subject-teaching adaptivity)?
2. Can planning competence or the change in planning competence be predicted with the help of the knowledge acquired within the framework of university education, thereby providing proof of its prognostic validity?

The target group are prospective secondary school teachers studying German in Berlin and North Rhine-Westphalia.

Further information can be found on the project homepage.

Project management: Prof. Dr. Johannes König (Head, University of Cologne), Prof. Dr. Albert Bremerich-Vos (University of Duisburg-Essen), Dr. Christiane Buchholtz (Humboldt University of Berlin)

Team members: Dr. Sandra Lammerding (University of Cologne), Dr. Sarah Strauß (University of Cologne), Nina Glutsch (University of Cologne), Ilka Fladung (University of Duisburg-Essen), Charlotte Schleiffer (Humboldt University of Berlin)

Project duration: 2016-2019

Literature (selection):
Bremerich-Vos, A. (2019). Zum Professionswissen von (zukünftigen) Deutschlehrkräften. Empirische Befunde und offene Fragen. Didaktik Deutsch, 24(1), 47-63.

König, J. (2019). PlanvoLL-D: Planungskompetenz von angehenden Lehrerinnen und Lehrern im Fach Deutsch. In N. McElvany, W. Bos, H. G. Holtappels, & A. Ohle-Peters (Hrsg.), Bedingungen und Effekte von Lehrerbildung, Lehrkraftkompetenzen und Lehrkrafthandeln (S. 67-85). Münster: Waxmann.

König, J., Bremerich-Vos, A., Buchholtz, C., Fladung, I., & Glutsch, N. (2019/eingereicht). Preservice teachers' generic and subject-specific lesson-planning skills: On learning adaptive teaching during initial teacher education. European Journal of Teacher Education.


PKE - Professional competence of English teachers: Subject teaching knowledge of future English teachers - conception, measurement, validation

The aim of the study is to extend the approach developed in the TEDS-LT study to measure more action-oriented knowledge of foreign language teaching and learning processes. The instrument, which has been further developed, will be used on sample groups of prospective English teachers in Master and Teacher Trainee programmes, in conjunction with the testing of their subject knowledge, pedagogical knowledge and language competence.

Further information can be found on the project homepage.

Project management: Prof. Dr. Johannes König (University of Cologne)

Team members: Dr.in Sandra Lammerding (until 2018) (University of Cologne), Prof. Dr. Günter Nold (TU Dortmund), Prof. Dr. Andreas Rohde (University of Cologne), Dr.in Bianca Roters (until 2015) (University of Cologne), Dr.in Sarah Strauß (University of Cologne), Dr. Sarantis Tachtsoglou (until 2018) (University of Cologne)

Project duration: 2014-2019

Literature (selection):
König, J., Doll, J., Buchholtz, N., Förster, S., Kaspar, K., Rühl, A.-M., Strauß, S., Bremerich-Vos, A., Fladung, I., & Kaiser, G. (2018). Pädagogisches Wissen versus fachdidaktisches Wissen? Struktur des professionellen Wissens bei angehenden Deutsch-, Englisch- und Mathematiklehrkräften im Studium. Zeitschrift für Erziehungswissenschaft, 21(3), 1-38.

König, J., Strauß, S., Lammerding, S., Nold, G., Rohde, A., & Tachtsoglou, S. (2017). Professionelles Wissen von angehenden Englischlehrpersonen. Ergebnisse aus dem PKE-Projekt. In C. Dawidowski, A. R. Hoffmann & A. R. Stolle (Hrsg.), Lehrer- und Unterrichtsforschung in der Literaturdidaktik. Konzepte und Projekte (S. 83-100). Frankfurt am Main: Internationaler Verlag der Wissenschaften.

König, J., Tachtsoglou, S., Lammerding, S., Strauß, S., Nold, G., & Rohde, A. (2017). The Role of Opportunities to Learn in Teacher Preparation for EFL Teachers‘ Pedagogical Content Knowledge. The Modern Language Journal, 101(1), 109-127.


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