Interdisciplinarity in further education and initial teacher training: practitioner research as tool to support learning processes
Vorschaubild nicht verfügbar
Autor:in (Körperschaft)
Publikationsdatum
25.11.2015
Typ der Arbeit
Studiengang
Sammlung
Typ
06 - Präsentation
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Themenheft
DOI der Originalpublikation
Link
Reihe / Serie
Reihennummer
Jahrgang / Band
Ausgabe / Nummer
Seiten / Dauer
Patentnummer
Verlag / Herausgebende Institution
Verlagsort / Veranstaltungsort
Belval Campus, University of Luxembourg
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
Since 2012, the Departments of Music Education and English Didactics at the University of Applied Sciences have organised continual professional development courses in Switzerland with the aim of empowering practising teachers at primary and secondary level to make more of foreign language and music learning opportunities in their classrooms. Many of these courses were realised within the wider context of the interdisciplinary EU Comenius project "European Music Portfolio - Languages 2009-2012". This contribution gives a brief overview of how practitioner research was used as a reflective tool in the courses to continually improve them, to support learning processes and to feed into own professional development. Depending on the course, data collection was based on in-depth interviews with participants, post-course e-questionnaires, self-assessment and observation. The diversity of results reflects the interdisciplinary nature of the context and the range of interests and backgrounds of the reflective practitioners. A common thread is the light they shed in the search of a common understanding of "empowerment" in interdisciplinary and mixed-ability contexts.
Schlagwörter
practitioner research, interdisciplinary contexts
Fachgebiet (DDC)
370 - Erziehung, Schul- und Bildungswesen
Veranstaltung
EAPRIL Conference: Practice-Based and Practitioner Research
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
ISSN
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Ja
Publikationsstatus
Unveröffentlicht
Begutachtung
Peer-Review des Abstracts
Open Access-Status
Lizenz
Zitation
HÄNGGI, Françoise, Colin FERSZTAND und Markus CSLOVJECSEK, 2015. Interdisciplinarity in further education and initial teacher training: practitioner research as tool to support learning processes. EAPRIL Conference: Practice-Based and Practitioner Research. Belval Campus, University of Luxembourg. 25 November 2015. Verfügbar unter: http://hdl.handle.net/11654/23340