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The interdisciplinary collaborative research program "Positive Learning in the Age of Information" (PLATO) has been granted funding by the German federal state Rhineland-Palatinate, starting in June 2019, and is receiving additional funding from the RMU Fund. For further information on PLATO, visit our website.
01.07.2019: Chair of Business and Economics Education receives funding to promote teacher training in vocational education
The proposal for “Technology and Business: Integrated Education (TWIND)”, submitted by the Chair of Business and Economic Education and its partners, was positively evaluated in the Teacher Training Quality Campaign funded by the Federal Ministry of Education and Research (BMBF).
Over the next four years, JGU will receive EUR 1.2 million to develop digital teaching-learning tools to support an effective training of prospective teachers in vocational education. The collaborative project of JGU Mainz, Technische Universität Darmstadt, Universität Kassel und Pädagogische Hochschule Schwäbisch Gmünd receives EUR 2.4 million. The TWIND project aims to interlink economic, technical and general education didactics.
Dr. Christiane Kuhn
PLATO has been granted funding from the initiative fund of the Rhine-Main Universities (RMU). The RMU funding will be used to consolidate pilot studies and prepare a cross-university application to solidify PLATO collaboration structures (for more information, see RMU-Website).
Zlatkin-Troitschanskaia, O., Kuhn, C., Brückner, S. & Leighton, J. P. (2019). Evaluating a technology-based assessment (TBA) to measure teachers’ action-related and reflective skills. International Journal of Testing (IJT), 19(2), 148–171. https://doi.org/10.1080/15305058.2019.1586377
Teaching performance can be assessed validly only if the assessment involves an appropriate, authentic representation of real-life teaching practices. Different skills interact in coordinating teachers’ actions in different classroom situations. Based on the evidence-centered design model, we developed a technology-based assessment framework that enables differentiation between two essential teaching actions: action-related skills and reflective skills. Action-related skills are necessary to handle specific subject-related situations during instruction. Reflective skills are necessary to prepare and evaluate specific situations in pre- and postinstructional phases. In this article, we present the newly developed technology-based assessment to validly measure teaching performance, and we discuss validity evidence from cognitive interviews with teachers (novices and experts) using the think-aloud method, which indicates that the test takers’ respective mental processes when solving action-related skills tasks are consistent with the theoretically assumed knowledge and skill components and depend on the different levels of teaching expertise.
International Conference with Transfer Workshop from 04-06, December 2019 at Humboldt University Berlin
We are pleased to announce that we are holding an International Conference and Transfer Workshop for our collaborative project SUCCESS – Study Success and Study Opportunities for Refugees at the Humboldt University in Berlin, Germany, from December 4-6, 2019.
The title of the conference is: Digital Approaches to Increasing Equity in Higher Education – Opening Universities for Refugees
We will be discussing opportunities for refugees in higher education with a particular focus on the provision of digital education. It will be explored whether existing online educational offers actually facilitate the integration of prospective students with a flight background into their host country – including regular universities – and how refugees can be more successfully integrated into higher education.
We would be delighted to have you participate and kindly ask you to register by sending us an e-mail to firstname.lastname@example.org
We are looking forward to seeing you at our conference in Berlin and to exchanging ideas with you!
Prof. Dr. Olga Zlatkin-Troitschanskaia and the SUCCESS team
Jeschke, C., Kuhn, C., Lindmeier, A., Zlatkin-Troitschanskaia, O., Saas, H. & Heinze, A. (2019). Performance assessment to investigate the domain-specificity of instructional skills among pre-service and in-service teachers of mathematics and economics. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12277
Key elements of instructional quality include the teacher's ability to immediately react in domain‐specific classroom situations. Such skills – defined as action‐related skills – can only be validly assessed using authentic representations of real‐life teaching practice. However, research has not yet explained how teachers apply domain‐specific knowledge for teaching and to what extent action‐related skills are transferable from one domain to another. Our study aims to examine (1) the relationship between action‐related skills, content knowledge, and pedagogical content knowledge, and (2) the domain specificity of action‐related skills of (prospective) teachers in the two domains of mathematics and economics. We examined German pre‐service and in‐service teachers of mathematics (N = 239) and economics (N = 321), including n = 96 (prospective) teachers who teach both subjects. Action‐related skills in mathematics and economics were measured using video‐based performance assessments. Content knowledge and pedagogical content knowledge were assessed using established paper–pencil tests. Correlation analyses, linear regressions, and a path model were applied. In mathematics and economics, we find a similar pattern of moderate correlations between action‐related skills, content knowledge, and pedagogical content knowledge. Moreover, a significant correlation between action‐related skills in mathematics and economics can be explained almost entirely by underlying relations between content knowledge and pedagogical content knowledge in both domains. Our findings suggest that action‐related skills empirically differ from domain‐specific knowledge and should be considered as domain‐specific constructs. This indicates that teacher education should not only focus on domain‐specific teacher knowledge, but may also provide learning opportunities for action‐related skills in each domain.
On May 3, 2019, at the invitation of the Chair of Business and Economics Education (Prof. Dr. Olga Zlatkin-Troitschanskaia, Dr. Christiane Kuhn and Hannes Saas), a lively exchange between representatives of universities, state seminars for teaching and schools for the practical implementation of competence orientation in teacher training took place at the Johannes Gutenberg University Mainz. In addition to central findings on the measurement and promotion of subject-specific instruction skills among (prospective) teachers of mathematics and economics from the BMBF-funded ELMaWi project, groundbreaking possibilities were presented and discussed for optimizing teacher training in line with practical needs in the 21st century and preparing prospective teachers for the complex demands of teaching at an early stage. Further information can be found on the homepage of the BMBF-funded ELMaWi project
Our colleague Klaus Breuer passed away very unexpectedly on the 9th of June 2018. In him we have lost a driven, productive, creative, and approachable colleague, with whom we were personally obliged in the many years of his work in the economic education of our students, research, and in academic self-government.Klaus Breuer promoted the interdisciplinary and international dialogue in the research of economic education from very early on and reified this work in collaborative projects – most recently in the area of financial literacy, where he succeeded in founding and coordinating the new international research network “International Research Network on Financial Literacy as a 21st Century Skill – Cross Cultural Approaches to Research” as part of the World Education Research Association (WERA).
Likewise, the promotion of young scientific researchers was always a matter of particular importance. Under his primary and secondary advising, over a dozen dissertations were written, of which many were distinguished with research prizes.
Even after his retirement, he stayed connected with the university and his faculty and remained interested in their constitution and further development. In this way, we keep him in living memory.