Pilotierung einer Intervention zur Förderung schreibdidaktischen Wissens bei Lehramtsstudierenden

Abstract

This article reports about the development and preliminary testing of an instructional intervention designed to promote the writing didactic knowledge of student teachers with a major in German. The study took place in two weekly seminars held at the Heidelberg University of Education (N = 16). A parallel seminar in the subject German without writing didactic content (N = 11) served as a comparison group. To analyze the expected effects of the intervention on students’ writing didactic knowledge, we thus used a pretest-posttest comparison group design. From pretest to posttest, students who had received the intervention gained significantly in their writing didactic knowledge (knowledge about writing strategies, knowledge about writing instructions and knowledge about the communicative aspects of writing). Students benefited most from the intervention concerning their knowledge about the communicative aspects of writing. No significant development could be detected in the knowledge about writing strategies and the knowledge about writing instructions.