PFL a Multiple-Integrated Austrian In-service Training Course Leopold Mathelitsch Univ. Graz

P Pedagogy F Subject didactics L Teachers English, German Language, History, Mathematics Natural Sciences (Biology, Chemistry, Physics)

General Structure  Two years  Three seminars of one week  Five regional meetings of 1 ½ days  Observation of class-practice  Two papers  Experts in pedagogy, didactics, subjects  Interaction between participants

Integration 1 Pedagogy – Subject Didactics – Content

Action Research  Implicit knowledge in action  Reflection in action  Reflection on action

Action Research A systematic study of a social situation with a view to improving the action in it. (J. Elliot, 1991) Researchers seek to describe, interpret and explain events whilst seeking to change them for the better. (M. Bassey, 1998)

Action Research  Action Research aims at improving practice rather than producing knowledge.  Objectivity  Participative Action Research (PAR)  Critical Friends  Publication

Cycle of Action Research Action Observation  Question Collection of data Interpretation Reflection Planning StartPublication

Cycle of Action Research From:

Integration 1 Pedagogy – Subject Didactics – Content Publication Miniature:Documentation of an actual status Investigation with two tools Study:Documentation of a change Scientific literature

Integration 2 Biology – Chemistry– Physics Problems in interdisciplinary teaching Experts in the fields Willingness to cooperate Material

Interdisciplinary Teaching Seminar 1 Seminar 2 Seminar 3 WATER ELECTROMAGNETISM COMMUNICATION

Interdisciplinary Teaching Seminar 1 Seminar 2 Seminar 3 WATER COMMUNICATION HISTORY OF A CANDLE

Interdisciplinary Teaching Ph – ChBio – PhBio – Ph - Ch

Integration 3 Primary – Secondary I– Secondary II Secondary II – Secondary I University 5 years gymnasium (10 – 18 years) Pedagogical Academy 3 years secondary school (10 – 14 years)

Integration 3 Primary – Secondary I– Secondary II Primary Pedagogical Academy 3 years primary school (6 – 10 years) Science poor education in science difference in age

Integration 3 Primary – Secondary I– Secondary II

Evaluation Reflection Internal Evaluation External Evaluation Oral: Each morning of a seminar day Questionnaires: After each seminar End of course Questionnaires: Before, after course Video analysis:Before, after course

Internal Evaluation Were you satisfied with the course? 1 not at all…5 very much Primary School Secondary School Were you satisfied with the group work? 1 not at all…5 very much Primary School Secondary School A. Schuster

Positiva General structure of the course Experimental work A. Schuster

External Evaluation Questionnaires: Before, after the two-years course Interest Competences Knowledge No significate gain Individualisation Pedagogical content knowledge

External Evaluation Video Analysis: Before, after the two-years course Cognitive ActivationOptimization Competence of analysing a teaching situation Training in video analysis No training in video analysis F. Müller, I. Andreitz, J. Mayr

Problems / Questions Impact on students Impact on schools Recognition Costs

P Pedagogy F Subject didactics L Teachers ProfitforLearners