TutorEAL - Tutorials as enabling spaces for the initiation of professional teacher action
Brief description:
This study examines the perceptions, experiences and actions of tutors in their dual role as teachers and learners (cf. Wagener/Jähn 2015). It examines how teaching and learning takes place and the perception of challenges associated with the work of tutors. Of particular interest is the processual nature of tutors' own learning and development in mutual exchange with students. These questions focus on aspects that have tended to be neglected in research to date, as it is not so much the areas of knowledge and didactic skills of tutors that play a role in their effectiveness, but rather the question of the extent to which a tutorial can contribute to the initiation of professionalization.
The aim of the study is to reconstruct the requirements and challenges of being a tutor in the field of primary school education from the perspective of tutors on the basis of interviews and to examine them with regard to higher education didactic opportunities in relation to professionalization processes. Initial results have already been published.
Responsible for the project:
Prof. Dr. Matthea Wagener
Daniela Jähn
Project-related publications:
| Wagener, Matthea (2020): Tutorials as a space of experience: Perspectives on the initiation of professional teacher action. In: Ertl-Schmuck, Roswitha/ Hoffmann, Jeanette (eds.): Fields of tension between theory and practice in teacher education - interdisciplinary perspectives. Weinheim: Juventa, pp. 115-135. |
| Wagener, Matthea/Jähn, Daniela (2015): Accompanying and reflecting on learning processes - perspectives of female tutors studying to become primary school teachers. In: Liebers, Katrin et al. (eds.): Lernprozessbegleitung und adaptives Lernen in der Grundschule. Wiesbaden: Springer VS, pp. 265 - 270. |