Wirksamkeit einer praxisbegleitenden deutschdidaktischen Professionalisierungsmaßnahme in der Domäne des Schriftspracherwerbs

Abstract

Many studies show that students’ learning success heavily depends on their teachers’ qualities. Since neither academic studies nor traineeship suffice in order to live up to all the diverse and complex challenges of the teaching profession, it’s the third phase of teacher education which moves into the center of attention. However, findings of research on professional development suggest that many traditional further education formats are inefficient. In this study an on-the-job professional development program has been tested for efficacy. By means of quantitative research methods, both the teachers’ pedagogical content knowledge and their students’ spelling skills have been scrutinized. It’s this study’s distinctive feature that actual effects of the professional development program have not only been explored on the teacher level, but also on the rarely measured student level.