Domänenspezifische Diagnose & Förderung des Schreibens – Was brauchen angehende Lehrkräfte?
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Abstract
Training of pre- and in-service teachers in writing assessment and development has a high impact on language and literacy education; however, it is rarely discussed what kind of knowledge, skills and abilities are required for such training tasks. Against this background, this article describes a research project that aims to shape a deeper understanding of the processes and competencies needed for writing assessment and development in order to propose a model for professional development. The findings of the research project provide first information on the proficiency of 23 pre-service teacher students’ writing assessment literacy. The criteria adopted for evaluating the students’ proficiency level take account of their reflections on subject-specific conditions of writing at school as well as on choosing proper diagnostic tools and for defining appropriate learning goals and didactic measures that suit the pupils’ needs.
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Created: 2019Issued: 2019-04-01Updated: 2020-07-28
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Is part of: es/2018/0016
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Fachbereich Erziehungswissenschaften
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ger
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Keywords
domain-specific writingDiagnosekompetenzdiagnostic competenceSchreiben im Fachunterrichtpre-service teacher educationLehrer/innenbildungsubject specific writingDomänenspezifisches Schreiben
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370
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Peschel, Corinna; Mainzer-Murrenhoff, Mirka: Domänenspezifische Diagnose & Förderung des Schreibens – Was brauchen angehende Lehrkräfte?. In: Dirks, Una: . : 2019-04-01, . DOI: https://doi.org/10.17192/es2019.0031.