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  • This paper presents the development, execution and evaluation of an integrative seminar model in teacher education (area: language-sensitive teaching), which was researched in two iterative cycles using design-based research (DBR). Advancing the professionalization of teachers, the seminar combined professional learning with opportunities for reflection; advancing the professionalization of the academic and quality of teaching, the seminar was systematically developed further. The results pertaining to the seminar showed a mixed picture in the student evaluation of the previous knowledge, the benefit and the handling of the competence-promoting learning opportunities; individual case studies show different courses of competence acquisition. Methodologically, the DBR approach proved to be appropriate, although the diversity of the learning activities posed a challenge for a workable approach in the research; the cooperation between academic and researcher proved to be of central importance. (xsd:string)
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?:dateModified
  • 2020 (xsd:gyear)
?:datePublished
  • 2020 (xsd:gyear)
?:doi
  • 10.3278/HSL2042W ()
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  • de (xsd:string)
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  • 2199-8825 ()
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  • Professionalisierung fördern im Lehramt: Entwicklung eines reflexionsfördernden Sprachbildungsseminars mittels Design-Based Research (xsd:string)
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  • Zeitschriftenartikel (xsd:string)
  • journal_article (en)
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  • GESIS-SSOAR (xsd:string)
  • In: die hochschullehre, 6, 2020, 529-538 (xsd:string)
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  • 6 (xsd:string)