Abstract Summary
The presentation describes the experience of including courses with focus on Action Research Tools into an undergraduate curriculum for German Teacher Education in Brazil. Despite some difficulties, the approach shows mainly positive consequences in reflection and motivation, and thus is considered worth to be discussed further on.
Abstract :
In the field of German as a Foreign Language (GFL), Action Research has been described as an effectful means of Reflective Teacher Education, and training materials & tools have been elaborated in the past years (Benitt, 2015; Mohr & Schart, 2016). Still, empiric data about the use and success of this approach is scarce, and more impact research should be realized in the future.
In this context, the presentation gives an insight on two public universities in Brazil, where courses with focus on Action Research Tools where offered since 2017 (Santos, Kleinbing, Scribelk & Voerkel, 2019). The experiences suggest that students have to receive close coaching in order to be able to use the tools, but that the approach bears positive consequences in reflection and motivation for the teachers (Feldmeier, 2014; Benitt, 2015). The results will lead to discussion about the chances and challenges that can be encountered when integrating Action Research Tools in university curricula (Mohr & Schart, 2016; Santos, Kleinbing, Scribelk & Voerkel, 2019).
Bibliography:
Benitt, Nora. Becoming a (Better) Language Teacher. Classroom Action Research and Teacher Learning. Tübingen: Narr, 2015
Feldmeier, Alexis. Besondere Forschungsansätze: Aktionsforschung. In: Settinieri, Julia et al. (Hg.). Empirische Forschungsmethoden für Deutsch als Fremd- und Zweitsprache. Paderborn: Ferdinand Schöningh, 2014, p. 255–267.
Mohr, Imke & Schart, Michael. Praxiserkundungsprojekte und ihre Wirksamkeit in der Lehrerfort- und Weiterbildung. In: Legutke, Michael & Schart, Michael (Hg.). Fremdsprachendidaktische Professionsforschung: Brennpunkt Lehrerbildung. Tübingen: Narr, 2016, p. 291–322.
Santos, Ynaiara; Kleinbing, Hudson; Scribelk, Liane & Voerkel, Paul. Platz zum Denken!? – Praxis und Reflexion als entscheidende Impulse in der brasilianischen Deutschlehrerausbildung. In: Pandaemonium Germanicum, v. 22, n. 36 (jan. – abr. 2019), p. 178–206.
