| Figures | ||
| 2.1 | Research methods continuum using Flippity manipulatives (© 2019–2020 Flippity.net, reprinted with permission). | 22 |
| 3.1 | Transformation between dispositions and situation-specific skills in the context of video viewing (based on Zlatkin-Troitschanskaia et al., 2019, and Blömeke et al., 2015). | 53 |
| 3.2 | A framework for planning and supporting work with classroom videos (based on Santagata & Guarino, 2011, Zlatkin-Troitschanskaia et al., 2019, and Blömeke et al., 2015). | 64 |
| 4.1 | The theoretical framework of CT practice and development process (based on the work of Alexander, 2020, Bredo, 2000, Halonen, 1995, and others). | 76 |
| 6.1 | Example of a VLE using Google Classroom and digital resources. | 144 |
| 6.2 | Example of a VLE using Google Classroom and downloadable files. | 145 |
| 7.1 | Structure of the digital Teaching and Learning Lab Seminar (dTLLS). | 163 |
| 7.2 | Attitudes and beliefs of dTLLS participants in the pre- and posttests expressed in percentages of participants agreeing with the statements. | 171 |
| 8.1 | Quality circle of in-service teacher training. | 194 |
| 9.1 | Estimated margins means for grammar scores by group and time. | 213 |
| 9.2 | Estimated margins means for lexis scores by group and time. | 214 |
| 10.1 | Example of online writing in the Flipsnack journal; identity of student. | 241 |
| 11.1 | Teachers’ plurilingual didactic competences: macro-areas and resources/categories (from Guarda & Hofer, 2021, p. 6). | 265 |
| 11.2 | Schoolscape example (workshop 2): train with the days of the week in Italian. | 272 |
| 11.3 | Schoolscape example (workshop 2): a classroom library, with books in Italian and German. | 272 |
| 11.4 | Christmas cards in the students’ languages (French, Serbo-Croatian, Urdu, Sardinian). | 274 |
| 11.5 | The pupils’ Christmas cards become part of a mobile, outdoor schoolscape. | 275 |
| 12.1 | The instructions for the English piece of writing. | 294 |
| 13.1 | Screen shot of an end-of-module assessment as presented on eClass. | 331 |
| 13.2 | Screen shot of a multiple-choice Item for the end-of-module assessment. | 331 |
| 13.3 | Constructed response presentation of the end-of-module assessment. | 332 |
| Share of lateral entrants in all recruits to the public school service 2001 to 2021 in Germany (based on KMK, 2021). | 346 | |
| 14.2 | State-specific proportion of all lateral entrant recruitment to the teaching profession in % (based on KMK, 2021). | 347 |
| Tables | ||
| 2.1 | Teacher-learners’ background demographics. | 25 |
| 3.1 | Overview of the scales regarding working with video recordings, with corresponding statistical indicators. | 56 |
| 3.2 | Overview of the scales for working with video recordings, with information on mean values and standard deviations. | 58 |
| 4.1 | Quote and transcription conventions used in the study. | 81 |
| 4.2 | Dispositions mentioned by the teachers and/or students in the questionnaire responses and in the interviews in this study. | 83 |
| 4.3 | Cognition components mentioned by the teachers and/or students in the questionnaire responses and in the interviews in this study. | 84 |
| 4.4 | Metacognition components mentioned by the teachers and/or students in the questionnaire responses and in the interviews in this study. | 85 |
| 5.1 | Organization and contents of the course. | 109 |
| 7.1 | Discussion of didactic theories (weeks 1–4). | 165 |
| 7.2 | Planning teaching sequences based on didactic theories (weeks 5–7). | 166 |
| 7.3 | Implementing teaching sequences in teaching and learning labs/peer-simulations (complexity reduced environments) (weeks 8–10). | 167 |
| 7.4 | Reflecting on and adapting teaching sequences based on didactic theories (weeks 11–14). | 169 |
| 9.1 | Student demographics. | 207 |
| 9.2 | Criterion trait feedback for version 11.1. | 208 |
| 9.3 | Descriptive statistics for task response scores by group and time (N = 16 for both comparison and experimental groups). | 210 |
| 9.4 | Descriptive statistics for organization scores by group and time both groups (N = 16 for both comparison and experimental groups). | 211 |
| 9.5 | Descriptive statistics for grammar scores by group and time (N = 16 for both comparison and experimental groups). | 212 |
| 9.6 | Descriptive statistics for lexis scores by group and time (N = 16 for both comparison and experimental groups). | 213 |
| 9.7 | Descriptive statistics of experimental group’s perception of criterion (N = 17). | 215 |
| Timeline and overview of main meetings and workshops. | 230 | |
| 11.1 | Extract from the framework showing component 4A and its concretizations (from Guarda & Hofer, 2021, p. 10). | 266 |
| 11.2 | Extract from the framework showing component 11B and its concretizations (from Guarda & Hofer, 2021, p. 15). | 267 |
| 11.3 | Data collection methods. | 269 |
| 13.1 | Basic principles in UDL and corresponding actions (based upon CAST, 2018). | 318 |
| 13.2 | Operationalization of UDL principles in a child development and learning course. | 322 |
| 13.3 | Example rubric for evaluating written responses. | 333 |
| 14.1 | Actions taken to respond to teacher shortages in Germany. | 342 |
In: The Future of Teacher Education
Editors:
and
Pascal Hohaus
Pascal Hohaus
Search for other papers by Pascal Hohaus in
Current site
Google Scholar
PubMed
Search for other papers by Pascal Hohaus in
Current site
Google Scholar
PubMed
Jan-Friso Heeren
Jan-Friso Heeren
Search for other papers by Jan-Friso Heeren in
Current site
Google Scholar
PubMed
Search for other papers by Jan-Friso Heeren in
Current site
Google Scholar
PubMed