Browsing by Author "Sälzer, Christine"

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    Digitalisierungsbezogene Kompetenzen von Lehramtsstudierenden im Kontext pädagogisch-didaktischen Makings : theoretische Grundlagen
    (Stuttgart ; Ludwigsburg : Professional School of Education Stuttgart-Ludwigsburg, 2022) Brändle, Marcus; Schmidt, Jennifer; Balcik, Tülay; Gollnau, Nikodemus; Wilcke, Claus; Gentemann, Anna-Lena; Bescherer, Christine; Sälzer, Christine; Schaal, Steffen; Zinn, Bernd
    Das Projekt MakEd_digital zielt auf die Entwicklung digitalisierungsbezogener Kompetenzen von angehenden Lehrpersonen zur Nutzung, Entwicklung und Reflexion digitaler Medien und Werkzeuge in Lehr-/Lernkontexten ab. Dabei bilden unterschiedliche theoretische Modelle Basis und Bezugsperspektiven für die wissenschaftliche Konkretisierung und Validierung des hier angewandten Kompetenzbegriffes (nach Weinert, 2001). Diese Modellvielfalt ergibt sich zwingend aus den mehrfachen Bezugsdimensionen des Projekts, das wissenschaftliche Reflexion in der Hochschullehre, den Betrieb verschiedener pädagogisch-didaktischer Makerspaces sowie den Aufbau einer Maker-orientierten Community über Fachgrenzen hinweg umfasst. Der Artikel beschreibt diese Theorien und ihr Zusammenspiel im Sinne des Gedankens von (medien-)pädagogischem Making.
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    Too busy to read, too important to ignore : how teachers manage to read work-related literature in their day-to-day work
    (2024) Schirle, Linda; Just, Andreas; Sälzer, Christine
    Educational policy and research demand evidence-orientation from teachers in their professional activities. However, how teachers should integrate this requirement into their everyday work remains controversial. The resources available to teachers - above all time - play a central role. Teachers are a very heterogeneous professional group that differs at least in terms of the subjects they teach. Using teacher data from PISA 2022, this study explores: (1) whether mathematics teachers differ from others in reading work-related literature, (2) whether there are distinct types of mathematics teachers based on time investment during a regular workweek, (3) how these types differ in mental health, job satisfaction, collaboration, and training needs, including the respective role of reading work-related literature, and (4) what conclusions can be drawn for education policy and practice. Data from 2516 teachers in Germany were analyzed using K-means clustering, mean comparisons, and Chi 2 tests to compare mathematics teachers with other subject teachers and examine time allocation with respect to the engagement in reading work-related literature. The results highlight the importance of categorizing teachers into specific subgroups and considering various factors affecting their teaching and commitment in professional development. For mathematics teachers, the findings offer initial insights into how their time investment impacts their ability to engage with work-related literature and the unique challenges they face. This has implications for their professional development and support.