Waldis Weber, Monika
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Die Gründungsgeschichte des Zentrums für Demokratie Aarau
2019, Ziegler, Béatrice, Kübler, Daniel, Glaser, Andreas, Waldis Weber, Monika
Politische Bildung in der halbdirekten Demokratie der Schweiz
2019, Waldis Weber, Monika, Ziegler, Béatrice, Braun Binder, Nadja, Feld, Lars P., Huber, Peter M., Poier, Klaus, Wittreck, Fabian
Schreibprozesse in Geschichte
2019, Nitsche, Martin, Kristine Gollin, Waldis Weber, Monika, Baur-Ziegler, Beatrice
The Pros and Cons of Horizontal Federalism: Primary and Secondary Education Governance in Switzerland
2018, Ziegler, Béatrice, Waldis Weber, Monika, Kübler, Daniel, Gustin, Andri, Glaser, Andreas, Wong, Kenneth K., Knüpling, Felix, Kölling, Mario, Chebenova, Diana
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.
Abstractband des Kongresses der Schweizerischen Gesellschaft für Bildungsforschung und der Schweizerischen Geselleschaft für Lehrerinnen- und Lehrbildung
2019, Neuenschwander, Markus, Sturm, Afra, Waldis Weber, Monika
Menschenrechte als Gegenstand Politischer Bildung im Geschichtsunterricht. Zur Realisierung von politischen und historischen Perspektiven in Einstiegssequenzen
2019, Thyroff, Julia, Hedinger, Franziska, Waldis Weber, Monika
Forschungswerkstatt Geschichtsdidaktik 17. Beiträge zur Tagung "geschichtsdidaktik emprisch 17"
2019, Waldis Weber, Monika, Ziegler, Béatrice
Die Entwicklung der geschichtsdidaktischen Forschung am ZDA und ihr Beitrag zur Politischen Bildung
2019, Nitsche, Martin, Kübler, Daniel, Glaser, Andreas, Waldis Weber, Monika
Erkenntnisse aus der empirischen Politikwissenschaft für das Politikkompetenzmodell
2018, Hedinger, Franziska, Ziegler, Béatrice, Waldis Weber, Monika