Professionelle Überzeugungen angehender Lehrkräfte an Waldorf- und Regelschulen: Ein empirischer Vergleich

Philipp Martzog, Simon Kuttner, Guido Pollak

Abstract


Much research has recently focused on how teacher training programs may contribute to the development of favorable professional teaching beliefs (Biedermann, Brühwiler & Steinmann, 2012; Biedermann, Steinmann & Oser, 2015). However, the knowledge in this field is limited due to the fact that the more systematic studies have thus far focused on beliefs about mathematics in regular teacher training programs in the german speaking countries. Therefore, the aim of the current study was to compare general professional beliefs about teaching and learning of students in the regular teacher training program (n = 76) and students in the Waldorf teacher training (n = 75). A German version of the Beliefs About Primary Education Scale (Hermans, van Braak & Keer, 2008) was used to assess the beliefs. In addition, indicators of learning opportunities during studies were measured (theoretical knowledge, vicarious experience, practical teaching experience). The results showed that the Waldorf students displayed stronger developmental and weaker transmissive oriented beliefs compared to the regular students. Corresponding differences were found for the learning opportunities. Compared to non Waldorf students Waldorf students reported of a stronger developmental and a weaker transmissiv orientation in the theoretical training components, vicarious experience and practical teaching experience. Moreover these training components were reported to have a more coherent organization in the Waldorf than in the non Waldorf teacher education programm. The results of this study raises important points that can stimulate further research regarding the conditions necessary for the modification of professional teaching beliefs in teacher training programs.

Full Text:

PDF


© 2010-2015 Research on Steiner Education (RoSE). ISSN 1891-6511 (online). Hosted by the Rudolf Steiner University College, Norway and by the Alanus University of Arts and Social Sciences, Germany