gms | German Medical Science

Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA)

10.11. bis 12.11.2006, Köln

How to promote interactive university teaching: the method of reflective teacher education

Ein Möglichkeit die interaktive Lehre zu stärken: Die reflexive Beratung

Poster

Suche in Medline nach

  • corresponding author Claus Reinhardt - Universität zu Köln State Institute of further education, Köln, Deutschland

Jahrestagung der Gesellschaft für Medizinische Ausbildung - GMA. Köln, 10.-12.11.2006. Düsseldorf, Köln: German Medical Science; 2006. Doc06gma138

Die elektronische Version dieses Artikels ist vollständig und ist verfügbar unter: http://www.egms.de/de/meetings/gma2006/06gma138.shtml

Veröffentlicht: 23. Oktober 2006

© 2006 Reinhardt.
Dieser Artikel ist ein Open Access-Artikel und steht unter den Creative Commons Lizenzbedingungen (http://creativecommons.org/licenses/by-nc-nd/3.0/deed.de). Er darf vervielfältigt, verbreitet und öffentlich zugänglich gemacht werden, vorausgesetzt dass Autor und Quelle genannt werden.


Gliederung

Text

In recent years interactive teaching methods are increasingly recognized as effective methods for academic learning. However, so far implementation in university teaching is low. The same problem has been encountered in school teacher training were there was a growing body of evidence that traditional teacher training leads not the connection of knowledge generated by educational researchers in practice. Therefore the RD&D model (research to development to dissemination) has been seriously criticized for being externally imposed, technocratic and perhaps most important not efficient.

Typically RD&D attempts did not consider the individual and his individual circumstances so new approaches in teaching were often rejected.

Integration of theory in practice must be done by the subject himself. This integration can only be done actively in a constructivist fashion. Therefore the subject’ s own learning history and theory must be taken into account. The ideal process of experimental learning can be described by an alternation between action an reflection. This inductive approach builds on the teacher’s own perceptions, thinking and feeling about concrete teaching situations in which they are actively involved. By this approach subjective mostly unconscious theories which have tremendous influence on teaching, can be investigated and gradually replaced by sound empirically proven theory.

The lecture presented will give some practical insights on this model described by Korthagen and implications this model can have for future university teacher training.


References

1.
Korthagen FA, Kessels JM. Linking theory and practice: Changing the pedagogy of teacher education. Educ Res. 1999;28(4):4-17.
2.
Coulter D, Wiens JR. Educational Judgment: Linking the Actor and the Spectator. Educ Res. 2002;31(4):15-25.