Nitsche, Martin
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Assessing pre-service history teachers' pedagogical content knowledge with a video survey using open-ended writing assignments and standardized rating items
2019, Waldis Weber, Monika, Nitsche, Martin, Wyss, Corinne
This paper explores pre-service history teachers' ability to recognize and reflect on typical situations occurring in the history classroom and to link these to students' historical learning. Therefore, we draw on the concept of professional vision (Goodwin, 1994), which assumes that teachers need a professional knowledge base to monitor and to reason about teaching and student learning. Based on theoretical notions of teachers' pedagogical content knowledge (PCK), we investigated history teachers' professional vision by means of a video survey with integrated video clips, open-ended writing assignments and standardized item ratings. We collected data from 303 and 220 pre-service teachers at the beginning and at the end, respectively, of their subject-specific teacher training. The collected data open up the possibility of 'simultaneous triangulation' (Morse, 1991), which was used for test validation. First, we tested the reliability of the closed-ended test instrument using item response theory, in order to develop a feasible test model. Second, we investigated the validity of the test instrument by comparing test results with the findings of the open-ended writing task. In general, student teachers reached rather low-test scores. They experienced difficulties in assessing classroom events in terms of their potential to support historical competencies and to evaluate the consequences for students' learning. Findings from the open writing assignment show that student teachers commented largely on generic teaching strategies while hardly noticing student learning. In sum, the chosen methodological approaches seem to contribute to a more distinct picture of preservice teachers' abilities to reason about history teaching and learning.
Narrative Kompetenz von Studierenden erfassen – Zur Annäherung an formative und summative Vorgehensweisen im Fach Geschichte
2016-03, Nitsche, Martin, Waldis Weber, Monika
«Der Unterricht wird fachlich korrekt geleitet» - theoretische Grundlagen, Instrumententwicklung und empirische Erkundungen zur Unterrichtsreflexion angehender Geschichtslehrpersonen
2014-08-01T00:00:00Z, Waldis Weber, Monika, Nitsche, Martin, Marti, Philipp, Hodel, Jan, Wyss, Corinne
Zur Konstruktion von offenen Testaufgaben für die Erfassung narrativer Kompetenz - Kritierienentwicklung und Studienvergleiche
2017-10, Nitsche, Martin, Gollin, Kristine, Waldis Weber, Monika
Kompetenzorientierung im Geschichtsunterricht fördern – Eine Fallanalyse mit Alternativvorschlag
2015-12, Nitsche, Martin
Hindenburg: Großer Feldherr oder bewusste Mythenbildung?
2013-09-01T00:00:00Z, Nitsche, Martin
Handelnde zur Zeit der NS-Verbrechen im Geschichtsunterricht thematisieren – virtuelle Impulse für den Conceptual Change nutzen
2017-01, Nitsche, Martin
Angehende Geschichtslehrpersonen schreiben Geschichte(n) - Zur Kontextabhängigkeit historischer Erzählleistungen
2015, Nitsche, Martin, Waldis Weber, Monika, Marti, Philipp
Störtebeker - Möglichkeiten binnendifferenzierter De-Konstruktion einer kulturgeschichtlichen Mythenbildung im Unterricht
2013-09-01T00:00:00Z, Buchsteiner, Martin, Nitsche, Martin