The transition from school to tertiary study of mathematics is rightly coming under increasing scrutiny in research. This paper employs Tall’s model of the three worlds of mathematical thinking to examine key variables in teaching and learning as they relate to this transition. One key variable in the transition is clearly the teacher/lecturer and we consider the perspectives of both teachers and lecturers on teaching related matters relevant to upper secondary and first year tertiary calculus students. While this paper deals with a small part of the data from the project, which aims to model the transition, the results provide evidence of similarities and differences in the thinking of teachers and lecturers about the transition process. They also show that each group lacks a clear understanding of the issues involved in the transition from the other’s perspective, and there is a great need for improved communication between the two sectors.

In recent years, the Internet has increasingly been used to provide significant resources for student to learn mathematics and to learn about mathematics, as well as significant resources for teachers to support these. Effective access to and use of these has been hampered in practice by limited facilities in schools and the limited experience of many mathematics teachers with the Internet for mathematical purposes. This paper offers models for understanding the effective use of Internet resources, based on typologies of resources for learning and teaching mathematics. Six categories of Internet resources for mathematics student use are identified: (i) Interactive resources; (ii) Reading interesting materials; (iii) Reference information; (iv) Communication; (v) Problem solving; and (vi) Webquests. Similarly, five categories of Internet resources for mathematics teacher use are identified: (i) Lesson preparation; (ii) Official advice and support; (iii) Professional engagement; (iv) Commercial activity and support; and (v) Local school web sites. The paper recognises that web resources can be used in a range of ways, including supporting both teaching and learning. The prospects for sound use of the Internet are briefly described in terms of these models of use.

Diss. phil. I Zürich, 2005 (Austausch beschränkt). / Im Buchh.: Zürich : Verlag Pestalozzianum. Literaturverz.

The present study aimed at investigating the video-enhanced reflections of Iranian EFL teachers. It also made an attempt to cast light on the differences between male and female teachers’ video-enhanced self-reflections of their own teaching process. Moreover, the role of experience in changing their video-enhanced reflection was explored. Applying instruments like video-recording, reflection checklists and semi-structured interviews, this study implemented a mixed-method approach with a triangulation design focusing on both quantitative and qualitative data. The findings of the study demonstrate that the video-enhanced reflections of Iranian EFL teachers mostly pivot around issues consisting of innovative teaching strategies, classroom management, learners’ characteristics, classroom interactions, teacher talk, organization of the lessons, technology resources and visual aids. Results also show that the above-mentioned reflections are both experience and gender-sensitive.

By examining relevant academic literature this essay aims to investigate how and when teachers are supposed to use the target language in their language teaching. Many studies have shown that the target language is the obvious choice in language teaching, whereas other studies have shown that there are big advantages in using the first language instead. In this literature study the data was collected mainly from the databases LIBRIS, Linguistics Collection and ERIC (EBSCO), and thereafter the nine steps model of Polit and Beck (2017, pp. 88–109) was used for identifying relevant data. The findings in this study suggest that there are both pros and cons with using the first language in foreign language teaching. Some of the pros are that there is suggested to be easier to include all the students in the teaching, and that they develop a better understanding when hearing the instructions in their first language. At the same time however, some researchers mean that a mixture of the L1 and the target language can lead to confusion for both the teachers and the students. In this study there is also shown that many teachers hesitate to use the target language in their teaching due to lack of knowledge in their teaching area, a further explanation is that it goes faster and is seen as more effective to hold the teaching in the first language. Even though it is suggested that the first language makes the foreign language teaching easier the most researchers and teachers mean that it is immensely important to hear the target language being spoken, since the students otherwise will find it hard to be motivated to learn a language that they never hear. A method that is being positively spoken upon is Code-switching, which means that the speaker switches between the first language and the target language. This can be seen as a tool that can be used in many different ways in order to include as many students as possible in the language teaching.

The present study aimed at investigating the video-enhanced reflections of Iranian EFL teachers. It also made an attempt to cast light on the differences between male and female teachers’ video-enhanced self-reflections of their own teaching process. Moreover, the role of experience in changing their video-enhanced reflection was explored. Applying instruments like video-recording, reflection checklists and semi-structured interviews, this study implemented a mixed-method approach with a triangulation design focusing on both quantitative and qualitative data. The findings of the study demonstrate that the video-enhanced reflections of Iranian EFL teachers mostly pivot around issues consisting of innovative teaching strategies, classroom management, learners’ characteristics, classroom interactions, teacher talk, organization of the lessons, technology resources and visual aids. Results also show that the above-mentioned reflections are both experience and gender-sensitive.

This thesis is about the German children’s book ‘The flying classroom’ [Das fliegende Klassenzimmer] written by the author Erich Kästner. The living conditions and requirements for upbringing have changed since the book was first published in 1933, and yet Kästner’s book conveys values and educational intentions that, in my opinion, are still relevant and valuable today in relation to the educational goals of the contemporary school system. To strengthen this hypothesis, I analysed which values and virtues are being propagated, what the intention behind those are, and how they are being represented in the children’s book and its latest adaption from 2003. My focus is on the character of the teacher Dr Bökh alias Justus, the just. In order to investigate Kästner’s educational intentions, I used a qualitative and intermedial content analysis with the book as a starting point and compared it with the adaption of 2003 to examine possible differences between them. Furthermore, I’m interested in what is expected and demanded of today’s teacher, the image one has of him or her, and how this relates to the teacher figure in Kästner’s children’s book. In order to come closer to answering the research question, I also examined external factors, such as historical contexts, to be able to justify possible changes in the communication of values during the period post-war until today. My thesis aims to show that – although times have changed – the values conveyed in the children’s book have remained the same and the book is thus attributed to authentic Zeitgeist.

The purpose of this research was to do applied study to investigate TVET teacher education in Sudan in a bid to rebuild and raise the capacity of the teachers and trainers who are working in the technical schools and vocational training centers in Khartoum state, and to generalize the overall results throughout the Sudan. Specifically, many research questions were addressed to target the main purpose of the study: To what extent the practical components of curriculum are applied in and outside TVET institutions? To what extent the in-service training’s programs meet the professional development of teachers and trainers? Is the private sector contributes to the training programs? Which approaches could be implemented to improve the teacher training? To what extent the integration of ICTs in learning and teaching process improves competence of TVET teachers? Is there re-training program for old teachers? Is there need to train teacher in private sector workshop? Moreover: the following concepts are relevant to raising the capacity building of teachers are studied: teacher professional development, capacity building, integration of suitable level of information and communication technology (ICT) to teacher education and the connectivity of training process to world of work. In order to collect convenient information, the study used the questionnaire and interview as instruments to achieve the objectives of the research. The main population of the study is teachers, trainers, administrators and employers. With respect to data analysis, the study used the SPSS program and the Chi-square to test some hypotheses. The results of the study showed that essential innovations and reforms on the initial and in-service training programs should be done especially, respect to practical components of the initial and in-service training to reach the professional development for teachers. Since most of interviewees confirmed old curricula of the initial education of teacher and there was no retraining program for the teacher on the job: the linkage of the training to world of work is needed to keep the teacher up-to date. Integration of ICT into learning/teaching process is very important factor because it’s one of the modernization requirements; hence if we do not do this now it should be urgent necessity at the near future. Major result of the study the proposed training approach for TVET teachers in Sudan, whereas implementation of this approach depends on three levels: macro- level the political commitment by undertaking clear national policy and conceptual framework for technical and vocational education and improving the image of teachers, their work conditions and media involvement. Meso-level:(public and private sector): since a moral contribution towards training of TVET teachers should be realized, by providing real opportunity to make a success to this new training approach by means of offering technical support, technical consultation, advanced knowledge, specialized seminars and contributing of all training policies especially the financial cost. Micro-level (TVET institutions): there is vital role of administrators to play to attract best candidates not only students of low grades to TVET domain. For example, integrate simple level technology into curricula. Improve initial and in-service training programs based on training needs assessment. Create good internship, and improving the work environment and incentives for teachers.

Die Thematisierung der Potenziale und Risiken von internetbasierten Technologien und Inhalten im schulischen Bereich ist von enormer Wichtigkeit. Gut ausgebildete Lehrerinnen und Lehrer können ihren Schülern die gewinnbringenden Möglichkeiten näher bringen, ohne die Gefahren außer Acht zu lassen. Leider sind Lehrkräfte die auf diesem Gebiet Kenntnisse besitzen immer noch in der Minderheit. Ihre Kenntnisse haben die meisten privat erlangt, d.h. ohne direkten Bezug auf einen didaktischen Mehrwert für den Unterricht.

In dieser Sonderausgabe der KLASSE stehen die Schulen außerhalb der Universitätsstädte im Mittelpunkt. Denn sie haben einen besonders hohen Bedarf an Lehrernachwuchs. Hier werden Sie nicht nur als Lehrerin und Lehrer, sondern auch als Praktikantin und Praktikant, als Referendarin und Referendar mit offenen Armen empfangen und bestens betreut. Deshalb können Sie auf den folgenden Seiten nachlesen, wie Schule „auf die ländliche Art“ funktioniert. Junge Lehrerinnen und Lehrer berichten ganz persönlich von ihren Erfahrungen und Erlebnissen auf dem Land. Sonderausgabe der Zeitschrift 'Klasse' Redaktionsschluss: 21.09.2018