Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

 
 
Session Overview
Session
T2-S4: Track 2 - Session 4
Time:
Wednesday, 04/Sept/2024:
1:30pm - 3:00pm

Session Chair: Stephan Schicker
Location: Hörsaal HS 15.04

UGO Raumnummer: 015EEG0039 176 m2 195 Sitzplätze Universitätsstraße 15 Bauteil E, Erdgeschoß https://campusplan.uni-graz.at/015EEG0039

Research Lectures, Cluster 'Pluralism and diversity in educational processes' and 'Languages as a tool for social participation'

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Presentations

How do teachers teach heterogeneous classrooms? Multivariate analyses using large scale assessment primary school data

Svenja Hascher, Camilla Rjosk, Claudia Neuendorf

Universität Potsdam, Germany

Teaching heterogenous classrooms in a way that each student benefits is stated as one major goal of education. Nevertheless, creating school environments for diverse students remains a challenge for educational systems (OECD, 2023). To investigate the situation of teachers and teaching in heterogenous classrooms in Germany, the purpose of this study is to assess how teacher stress and teaching differ with the heterogeneity of a classroom. We modeled heterogeneity using multiple dimensions, including achievement, ethnic and socio-economic heterogeneity. We performed secondary analyses on data of the German National Assessment of trends in student achievement 2016 (Institute for Educational Quality Improvement: IQB), our sample consists of 25 726 students in 1229 classrooms and their 1229 German teachers. Applying regression analyses and structural equation models we found that teachers in classrooms with higher multidimensional heterogeneity report differences in stressors, a slightly lower cognitive activation and a lower variability in teaching methods. We then looked at especially heterogeneous classrooms: using cluster analyses, we found that there are two different groups of teachers in heterogenous classrooms. While some teachers (22,7%) feel stressed, their teaching is of lower quality and they apply a lower variety of teaching methods, for the majority (77,3%) the pattern is reversed. These reported less stress, high teaching quality and a high number and variability of methods. In characterizing these different profiles, we found that they differed in motivational characteristics as well as in the number of years they had been teaching that respective classroom.



Supporting the Acquisition of Morpho-Syntactic Abilities through the Method “Goal-Oriented Dialogical Picture Book Reading”

Detta Sophie Schütz

University of Bremen, Germany

According to findings from various studies (e.g. Mol et al. 2008; Ennemoser et al. 2013), dialogical reading is effective in supporting language development in children aged two to three, children with German as a second language and children with language development delays. So far, the focus has mostly been on the promotion of pragmatic and lexical skills.

Since the acquisition of morpho-syntactic skills (in particular the further development of complex syntax, cases as well as complex verb structures) is of particular relevance for school-age children and directly influence their chances to succeed in the educational system (cf. Ruberg/Rothweiler 2012; Motsch/Rietz 2019; Lehmden et al. 2013), it is currently being discussed how the dialogic reading situation can be designed to particularly improve grammar acquisition (cf. Baldaeus et al. 2021; Lehmden et al. 2017; Schütz/Alt 2020). In this context the language support method “Goal-Oriented Dialogical Picture Book Reading" (Schütz 2021) has been developed.

“Goal-Oriented Dialogical Picture Book Reading” offers the opportunity to establish language acquisition support integrated into everyday school life. The picture book viewing can be used in the usual classroom context. The specific way in which the dialogues are designed by the teacher allows for one or several children to be specifically supported in the development of their language skills.

The aim of the ongoing study “ZDL Schule is to implement the method “Goal-Oriented Dialogical Picture Book Reading” in primary schools and to monitor the effects on the children’s language skills.



Intercultural Sensitivity. A crucial trait for teachers of tomorrow

Karmen Mlinar1, Tamara Mlinarič2, Georg Krammer3

1Danube University Krems, Austria; 2Basic School Medvode, Slovenia; 3Johannes Kepler University Linz, Austria

The growing multiculturalism in most European countries poses new challenges for societies. Fostering an environment in which future generations live together harmoniously and embrace diversity requires early educational interventions, with primary schools playing a central role. However, in order for teachers to educate pupils in a spirit of inclusion, respect and recognition of diversity, they must have a high level of intercultural sensitivity, that is an active willingness to understand, appreciate and accept cultural diversity. Therefore, cultivating and strengthening intercultural sensitivity during teacher education is essential. Thus, the aim of our study was to assess the level of intercultural sensitivity among prospective primary school teachers and to identify the associated antecedents. Using the Intercultural Sensitivity Scale, data were collected from 268 students across all three faculties of education in Slovenia, a country characterized by multiculturalism, intergroup tensions, and discrimination. The preliminary results challenge conventional assumptions revealing a high level of intercultural sensitivity among prospective teachers, signalling promising prospects for cultivating inclusive learning environments. However, certain facets of intercultural sensitivity (e.g., interaction attentiveness) deserve closer scrutiny, especially given their correlation with specific antecedents (e.g., family socioeconomic background). The findings brake ground for discussions about the intricate interplay between personal experiences, societal dynamics and educational strategies in nurturing intercultural sensitivity. Recommendations for improving teacher education programs are proposed to enable future teachers to deal with cultural complexities with confidence and sensitivity and to promote a culture of respect, understanding and acceptance in multicultural classrooms and society.



Reflecting on social inequality and diversity with students in teacher education

Carolina Colmenares Díaz, Helena Dedecek Gertz, Javier A. Carnicer

Universität Hamburg, Germany

Preparing future teachers to deal with diversity, social inequality and racism is an important part of their university education. In this contribution, we present research carried out in preparatory and support seminars for school internships with third semester bachelor students. These seminars use an anti-bias approach to promote reflection on diversity, social inequality and social justice in school contexts with regard to the student's future role as a teacher. Our aim in using the anti-bias approach is not only to impart knowledge but also to empower future teachers. Students are encouraged to engage in critical self-reflection from multiple perspectives. The accompanying qualitative research examines the extent to which critical reflection processes are initiated. We analyse short texts written by the students about their perceptions and insights before and during the school placement, as well as internship reports, interviews with the students and observations during seminars.

Our analysis highlights some of the challenges of raising awareness of biases in just one semester. At the same time, it reveals the importance of the use of a variety of inputs, teaching methods and activities that take into account the students' own experiences and expose them to different perspectives in an iterative process, thus promoting their responsibility and empowering them to identify and prevent discrimination in schools.



 
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