JURE 2012 Programme book - EARLI Jure 2012

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JURE 2012 Conference Programme
Promoting Students´Learning Competencies based on the Portfolio-­‐Approach
Susi Limprecht
& Michaela Gläser-­‐Zikuda
In the last years, portfolios are becoming increasingly popular in education, particularly in
school context. With the use of portfolios in school context learning-­‐processes can be
documented, students’ results can be obtained and portfolios are also an appropriate basis for
students’ evaluation. The portfolio approach could be decisive for the successful execution of the
paradigm shift from teaching to learning. But there is a lack of empirical studies regarding the
examination of the effectiveness of the portfolio-­‐approach. The research project “Promoting
Students´ Learning Competencies based on the Portfolio-­‐Approach”, founded by the DFG
(German Research Foundation), examines the effect of a portfolio-­‐approach on students´
cognitive and affective learning aspects in physics. The study concentrates on the topic
electricity in 8th grade classrooms of grammar school. In total, 201 students participated in the
study, divided in treatment-­‐ and control-­‐ groups. In terms of the main characteristics of the
portfolio based learning environment – competence-­‐oriented learning demands, self-­‐regulation
demands, high quality interactions between learners and teachers as well learners and learners
and continuous self-­‐reflection – it is gratifying to see that first results of the quasi-­‐experimental
intervention study show positive effects of the intervention regarding problem solving
competencies, empathy as a kind of social competencies and the students emotion boredom.
Theoretical framework, method and first results of the study will be presented.
PA.6.3. Teacher as Learner, Teacher as Practitioner
Paper Session, 15.15-­‐16.15, Room: Paper VG 1.36
Chair: Anett Wolgast
Dimensions and conditions of the professional development of teaching assistants
Marie Lambert
Today, most universities employ teaching assistants who share their time between doctoral
research and teaching activities. Previous studies suggest that, as novice teachers and
researchers, they need specific help during this crucial phase of their career to support their
professional development. However, some specific research questions must still be addressed:
What actions and strategies do teaching assistants undertake to address the requirements of
their work? On what dimensions do they develop professionally? What are the conditions for
their professional development?
We have chosen a mixed methods approach to address these questions. First, an online
questionnaire has been sent to all the teaching assistants at the University of Fribourg
(Switzerland). Second, semi-­‐structured interviews have been conducted with volunteer
assistants who had previously completed the questionnaire. First results are shortly presented
below.
When facing difficulties in their teaching or research activities, our respondents use various
types of resources. First, they try to solve problems by themselves, using competences they
already have and leading a personal reflection. They also seek help from peers and colleagues
and, to a lesser extent, from supervisors. They take part willingly in formal support offers too
(e.g. doctoral schools, courses and workshops, and mentoring programmes).
Our respondents report having developed many research and teaching competences during
assistantship. Moreover, through participation in support offers, they have increased their level
of comfort as teachers, as well as their motivation to research activities and their self-­‐confidence
about their ability to carry out their doctoral thesis.
Different types of conditions are important for the professional development of teaching
assistants. This includes having access to varied, flexible, and adapted formal support