The acquisition of negative knowledge during teacher education

Hascher, Tina; Kaiser, Christine (30 August 2017). The acquisition of negative knowledge during teacher education (Unpublished). In: 17th Biennal EARLI Conference - "Education in the Crossroads of Economy and Politics". Tampere, Finland. 29.08.-02.09.2017.

Although learning processes of student teachers increasingly gain interest in research on learning and instruction, less is known about the factors that influence these learning processes and outcomes. The presented study is based on the assumption that student teachers’ learning is, among other, triggered by mistakes they make during field experiences 203 (student teaching). Mistakes can be a source for developing what has been labelled negative knowledge, i.e.an individual’s cognition about negative experiences, dysfunctional and maladaptive behaviour. Our presentation addresses the following questions: 1) What mistakes did student teachers experience? 2) How did student teachers realize their mistakes? In order to answer these questions, we analysed student teachers’ diaries (n = 620; Authors, 2015) by means of qualitative content analysis (Mayring, 2010; Cohen’s Kappa of 40% of the reported mistake episodes between .70 und .83). Categories were: mistake types with regard to aspects of instructional quality, phases of instruction (planning instruction, teaching, reflection), and indicators of mistake. 55% of all episodes addressed mistake episodes, thereof 26.5% (most frequent category) a lack of student orientation. 21.9% of the mistake episodes were categorized as mistakes with regard to insufficient clarity and structure of instruction. Generally, mistakes were related mainly to planning instruction and teaching (49.3% of all mistake episodes each) with only very few episodes focusing the reflection on instruction. 46% of all episodes were attributed to learners’ feedback or reaction as mistake indicators.

Item Type:

Conference or Workshop Item (Speech)

Division/Institute:

07 Faculty of Human Sciences > Institute of Education > School and Teaching Research

UniBE Contributor:

Hascher, Tina

Subjects:

300 Social sciences, sociology & anthropology > 370 Education

Language:

English

Submitter:

Noemi Martina Casola

Date Deposited:

12 Mar 2018 16:41

Last Modified:

12 Mar 2018 16:41

URI:

https://boris.unibe.ch/id/eprint/107816

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