Research-Oriented Learning in Teacher Education—An Exemplary Reconstruction of an Arc of Work of Student Research

  • Andreas Feindt Comenius-Institut Münster
  • Andreas Broszio
Keywords: research on professions, reflexive teacher education, research-oriented learning, arc of work, second-order reflexivity

Abstract

This article is based on a research project about reflection in teacher education that was conducted at the Center for Research on Teaching and Education (CeBU) of the University of Hildesheim (project director: Prof. Dr. Una DIRKS). Our project focused on smaller research studies, which were carried out by teachers and students at different public schools. The aim of the project was to generate findings about students' research practice, paying particular attention to its biographical implications and its potential to enhance development. Therefore, narrative interviews were conducted with the teacher students, explicating the respective "arcs of work" (the concept "arc of work" had been coined by Anselm STRAUSS). In this article we present one exemplary arc of a student's research work. We will focus on reflexivity as a core-category of professional work in the research process. In the respective case being presented here, reflexivity is located on two different levels: on the one hand as a "first-order reflexivity," as part of the research studies themselves, on the other hand as a type of "second-order reflexivity," that refers to the research process itself from a meta-perspective. Finally, we discuss the results in terms of improving future teacher student research. URN: urn:nbn:de:0114-fqs0801551

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Author Biographies

Andreas Feindt, Comenius-Institut Münster
Dr. Andreas FEINDT: Jahrgang 1970, Lehramtsstudium für Grund- und Hauptschulen, von 1999-2000 Wissenschaftliche Hilfskraft am Fachbereich Pädagogik der Carl von Ossietzky Universität Oldenburg, von 2001 bis 2004 Wissenschaftlicher Mitarbeiter am Centrum für Bildungs- und Unterrichtsforschung (CeBU) der Universität Hildesheim, seit 2006 Wissenschaftlicher Mitarbeiter im Arbeitsbereich III Pädagogische Aufgaben in der Schule des Comenius-Instituts in Münster. Arbeitsschwerpunkte: Schul- und Unterrichtsentwicklung, Handlungs- und Praxisforschung, Pädagogische Professionalität, LehrerInnenbildung
Andreas Broszio
Dipl. Päd. Andreas BROSZIO: Jahrgang 1973, Pädagogikstudium an der Universität Hildesheim, nach dem Studium freie Mitarbeit in Jugendhilfe, Erwachsenenbildung und Organisationsentwicklung, von 2001 bis 2004 Wissenschaftliche Hilfskraft am Centrum für Bildungs- und Unterrichtsforschung (CeBU) der Universität Hildesheim, seit 2004 Pädagogischer Mitarbeiter bei der FAA Gesellschaft für Arbeit und Lernen mbH in Hannover. Arbeitsschwerpunkte: Wissenssoziologie, Schulentwicklungsforschung und Organisationsentwicklung, Erwachsenenbildung, Coaching und Beratung
Published
2008-01-31