DigiProMIN
Digitization-related and digitally supported professionalization of MIN teachers
Goals/ target group
- Goal: through collectice reflexion of the PCK of participants strengthened, their abilities to observe their collegues' lessons and reflect on their own teaching is promoted, while at the same time providing inspiration for individual lesson planning and design.
- Target group: teachers
Contents
As part of the competence network lernen:digital, the DigiProMIN (MINT Competence Center) project promotes the professionalization of MINT teachers with the help of digital media. The SimBio cluster focuses on promoting the diagnostic skills of biology teachers. To this end, two different simulations (DiKoBi and SKRBio) are used for the second and third phases of teacher training. The DiKoBiTrain simulation at LMU Munich deals with the diagnosis of teacher behavior in terms of the quality feature of knowledge acquisition in biology lessons. The SKRBio simulation is used to diagnose student competencies. The competency area of knowledge acquisition is implemented in the simulation using the example of modeling at HU Berlin. At IPN Kiel, the focus is on subject competence (evolution), knowledge acquisition competence (experimentation), and communication and evaluation competence (argumentation).
Further development of the simulation-based video learning environment DiKoBi (LMU Munich location)
Pedagogical content knowledge (PCK) PCK) can be described using the Refined Consensus Model of PCK (RCM), which divides PCK into different areas: collective PCK (= collective subject-specific pedagogical knowledge), personal PCK (= personal subject-specific pedagogical knowledge), and enacted PCK (= applied subject-specific pedagogical knowledge) (Carlson & Daehler, 2019). Enacted PCK is based on the Plan-Teach-Reflect Cycle developed by Alonzo et al. (2019), which describes enacted PCK in three phases: planning (plan), teaching (teach), and reflecting (reflect). Enabling a transformation from personal PCK to enacted PCK requires teachers to have good professional awareness (Behling et al., 2022). The video-based simulation DiKoBi (Kramer et al., 2020) was developed to train students' professional awareness (Seidel & Stürmer, 2014). In DiKoBi, students analyze scripted videos with regard to teacher behavior (noticing) and describe possible subject-didactic weaknesses, which they justify in terms of subject didactics and generate ideas for alternative courses of action (knowledge-based reasoning). Building on this, the DigiProMIN project at LMU Munich will examine the extent to which the DiKoBi simulation (Kramer et al., 2020) can also be integrated into the second and third phases of teacher training in order to promote teachers' subject-specific didactic knowledge.
The adapted DiKoBiTrain simulation focuses on the quality of biology teaching in relation to the knowledge acquisition process using the scientific methods of experimentation and modeling. The simulation is integrated into a teacher training course that imparts subject-specific pedagogical knowledge (collective PCK) on the knowledge acquisition process. Working with the simulation is based on the Plan-Teach-Reflect Cycle by Alonzo et al. (2019) and enables teachers to reflect on their teaching actions in the video (reflect) and to plan (plan), implement (teach), and reflect on (reflect) the theory-based implementation in their own lessons. The aim of the project is to design a teaching simulation that meets teachers' expectations and supports teachers in the second and third phases of teacher training to diagnose their own teaching actions in a theory-guided manner and to use alternative actions in their own teaching, i.e., to improve their enacted PCK.
Persons involved
Further links
Funding/Timeframe
BMBF, April 2023 to September 2025