O mundo está passando por uma mudança paradigmática. O paradigma moderno baseado nas ideias de René Descartes e Isaac Newton está sendo substituído por um novo paradigma chamado de pós-moderno ou complexo. Essa mudança tem gerado uma crise em toda a sociedade, e essa crise pode ser muito bem percebida na escola. Enquanto o mundo passa a valorizar a criatividade, a autonomia e habilidades como o trabalho em equipe e a capacidade de resolução de problemas complexos, a escola procura se fechar em torno de si mesma, exigindo a memorização e reprodução de conteúdos prontos, visando a solução de problemas artificiais que em nada se relaciona com o cotidiano e os interesses dessa nova sociedade. Nessa perspectiva, esse trabalho propõe uma metodologia para o ensino do conteúdo de Física do primeiro ano do Ensino Médio inspirada na teoria do pensamento complexo de Edgar Morin. Para isso, desenvolvemos uma sequência didática com atividades que visam não só abordar os conteúdos previstos pelo Currículo Oficial do Estado de São Paulo de maneira contextualizada e motivadora, mas abordá-los com o objetivo de procurar iniciar o desenvolvimento do pensamento complexo dos alunos. Assim, para alcançar esse objetivo, na elaboração de cada atividade, levamos em consideração \"Os Sete Saberes Necessários à Educação do Futuro\" de Morin assim como as competências e habilidades que estão previstas nos Parâmetros Curriculares Nacionais (PCN). Sabemos que o pensamento complexo não se desenvolve do dia para noite, pois é um processo que se estende por toda a vida. Entretanto esperamos que com esse trabalho, possamos dar uma contribuição nesse sentido, e vislumbrar durante o ano letivo o princípio do desenvolvimento desse modo de pensar nos alunos. / The world is going through a paradigm shift. The modern paradigm based on René Descartes and ideas of Isaac Newton is being replaced by a new paradigm called postmodern or complex. This change has generated a crisis in the whole society, and this crisis can be perceived very well in school. As the world goes to value creativity, autonomy and skills like teamwork and the resolution capability of complex problems, the school seeks to close around itself, requiring the storage and playback of content ready, aimed at solution artificial problems that in no way relates to the everyday life and the interests of this new society. From this perspective this work proposes a methodology for the physics content of teaching the first year of high school inspired by the theory of complex thought of Edgar Morin. For this we have developed a teaching sequence with activities designed to address not only the content provided by the Curriculum Officer of the State of São Paulo in context and motivating way, but address them in order to start looking for the development of complex thinking of students. So to achieve this goal, in the preparation of each activity, we consider \"The Seven Knowledge Required for Future Education\" Morin as well as the skills and abilities that are set out in the National Curriculum Parameters (PCN). We know that complex thinking does not develop overnight, it is a process that extends throughout life. However we hope that with this work, we can make a contribution in this direction, and glimpse during the school year the beginning of the development of this way of thinking in students.

M.Ed. / This study was conducted with the main aim to inquire into the possibilities of the integration of themes on HIV/AIDS into the Natural Sciences (Grades 7-9) and Life Sciences (Grades 10-12) curriculum in such a way that learners can become aware of the danger of an epidemic such as caused by HIV/AIDS, and start to take care of themselves. The researcher also wanted to explore the views of educators as stakeholders’ perseverance and strategies for combating the pandemic spread of the HIV/AIDS amongst our youth and everyone else. It is generally accepted that many schools are already experiencing the effects of the disease as teachers, learners and members of their families fall ill and even die. This often results in the disruption of the normal school programme. At present, the assumption can be made that there is no integration of themes, knowledge and life skills on HIV/AIDS and the Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12) curriculum, and no teaching about the consequences of this disease. It is clear that HIV/AIDS, Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12) programmes should be designed to enable young learners to develop the skills, knowledge, attitudes and values that will prepare them to identify and solve problems and make decisions for their own benefit. At the same time, Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12) help learners to develop basic personal and community health knowledge and skills that would benefit the whole community. They will also learn about their rights and responsibilities and the causes and impact of problems that may affect their health and safety because the HIV/AIDS programmes can also be incorporated into the Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12) curriculum. Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12), and themes on HIV/AIDS, link closely to the knowledge and experiences the learners bring with them to school. The programmes should affirm both this prior knowledge and experience, and assist in the development of new life skills out of it. The Department of Education is expecting that the issue of HIV/AIDS should be taught in school. The problem that arises is HOW TO link or integrate HIV/AIDS and Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12). The educators need to be capacitated through in-service training and workshops to enable them to handle the issue of HIV/AIDS with all the sensitivity it deserves. Where teachers can draw on their relevant professional experiences and expertise to integrate and strengthen their Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12) skills, they should do so without hesitation. At the same time they should address the development of appropriate life skills and knowledge on HIV/AIDS to deal with the consequences of the disease and how to fight it. / Dr. M.C. van Loggerenberg

In this study, the aim is to investigate what kind of attitude teachers in pre-school up to third grade has towards grammar and how this subject affects their lesson plans. To answer this purpose, 44 teachers have taken part in the survey by answering anonymously on a questionnaire regarding their attitude to grammar. The questions in the questionnaire concerned both the teachers' previous experience in grammar and what they know and think of today when they hear the term grammar. Teachers were asked to send a lesson plan for grammar in the form of documents, also anonymously. There were few of the teachers who submitted a lesson plan and it will be problematized in this study, along with the documents that have been received. A comparison between the teachers' attitude, previous research and both the existing and nonexistent lesson plans are made. The result of this study shows that there are more teachers who have a positive attitude towards grammar than a negative attitude. It is not possible to generalize and claim that the results of this study are the truth for all teachers' attitudes. This study provides an insight into teachers' attitudes to grammar and how it can affect lesson planning and also the choice of having no lesson plan at all. / I denna studie är syftet att undersöka vad svensklärare som undervisar i fk-3 har för attityd till grammatik och om/hur det påverkar deras lektionsplanering. För att svara på detta syfte har 44 stycken lärare medverkat i undersökningen genom att svara anonymt på en enkät gällande deras attityd till grammatik. Frågorna i enkäten riktar sig både till lärarnas tidigare upplevelse och erfarenhet till grammatik och vad de känner och tänker på idag när de hör begreppet grammatik. Lärarna blev ombedda att skicka med en lektionsplanering för undervisning i grammatik i form av dokument, även det anonymt. Det var få av lärarna som skickade med en lektionsplanering och det kommer i denna studie att problematiseras, tillsammans med de dokument som kommit in. En jämförelse mellan lärarnas attityd, tidigare forskning och både de befintliga och ickebefintliga lektionsplaneringarna görs. Resultatet för denna studie visar att det är fler lärare som har en positiv attityd till grammatik än en negativ attityd. Men att det är fler betyder inte att resultatet inte visat några negativa attityder. Det går inte att generalisera och påstå att resultatet i denna studie är en sanning för alla lärares attityder. Denna studie ger en inblick i svensklärares attityder till grammatik och hur den kan påverka lektionsplaneringen och även valet av att inte ha någon planering alls.

Orientadora: Profa. Dra. Mirian Pacheco Silva Albrecht / Dissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Ensino, História, Filosofia das Ciências e Matemática, Santo André, 2018. / Nesta pesquisa entendemos o momento de planejar como uma prática educativa extremamente importante para a formação do professor e, entendemos também que a Educação por meio de questões socicientíficas (QSC) possibilita uma melhor formação cidadã. Neste sentido a pesquisa teve como objetivos: 1) investigar como e quais QSC são inseridas nos planejamentos dos bolsistas do Pibid-UFABC de Biologia; 2) Investigar os desafios e possibilidades encontrados pelos bolsistas para planejar suas atividades; 3) Identificar de que maneira os bolsistas veem o ato de planejar e a importância que eles dão a esta prática e; 4) Investigar de que maneira o trabalho de planejar QSC pode estimular o senso crítico e reflexivo dos futuros professores. Como metodologia foi utilizada a abordagem qualitativa. O grupo investigado foi formado por quatro pibidianos e o processo de constituição dos dados foi realizado por meio da coleta de planejamentos de aula elaborados pelos pibidianos, acompanhamento das reuniões realizadas pelo grupo e também por entrevistas semi-estruturadas que foram realizadas após a entrega dos planejamentos. Os dados analisados foram constituídos em dois momentos, sendo o primeiro no ano de 2016 e o segundo momento no ano de 2017. Ressaltamos que a primeira fase de constituição e análise dos dados foi muito importante para a continuidade da pesquisa em 2017. Os resultados encontrados em 2016 evidenciaram questões que, em nosso entendimento, necessitavam serem mais estudadas e praticadas pelo grupo tais como, dificuldades para elaboração de QSC sobre um determinado tema, dificuldades para detalhamento das características de uma QSC, elaboração de planejamentos superficiais, pibidianos ainda muito apegados ao conteúdo específico e teórico da aula e a falta de levantamento das concepções prévias dos alunos. Os resultados de 2017 evidenciaram uma melhora significativa das questões problemáticas que o grupo enfrentava. A análise dos dados foi feita por meio da análise de conteúdo, resultando na construção de cinco categorias: a elaboração da QSC, conhecimentos prévios, desafios, possibilidades, o ato de planejar, estímulo ao senso crítico reflexivo. As análises apontam que o processo de planejamento de QSC realizado com este grupo ressaltou a necessidade de reavaliar a forma como o planejamento de aula é feito tradicionalmente, uma vez que as QSC possuem um caráter interdisciplinar e contínuo. Nesse sentido consideramos ser importante intensificar meios de divulgar e desenvolver o ensino CTS por meio de QSC ainda durante a graduação dos futuros professores. O grupo exercitou e aprimorou em conjunto a construção do conhecimento sobre a abordagem de QSC e a habilidade de planejá-las. Acreditamos que o ensino CTS e o desenvolvimento de QSC podem ser bem melhor aproveitados quando realizado em conjunto. / In this research we understand the moment of planning as an extremely important educational practice for the formation of a professor and, we also understand that education through socioscientific issues (SSI) enable a better citizen formation. In this sense, the research aimed to: 1) investigate how and which SSI are inclued in the scholarship planners of Biology Pibid-UFABC; 2) investigate the challanges and possibilities found by the scholarsip holders to plan their activities; 3) identify how the scholarship holders see the act of planning and the importance they give to this practice and; 4) investigate how the work of planning SSI can stimulate the critical and reflexive sense of future professors. As methodology, adopting qualitative research procedures. The investigated group consisted of four pibidians and the data collection process was carried out through the collection of lesson plans elaborated by the pibidians, follow-up of the meetings held by the group and also through semi-structured interviews that were carried out after the delivery of the plans. The analyzed data were constituted in two moments, being the first one in the year of 2016 and the second moment in the year of 2017. We emphasize that the first phase of data constitution and analysis was very important for the continuity of the research in 2017. The results found in 2016 evidenced that, in our understanding, they needed to be further studied and practiced by the group such as, difficulties to elaborate SSI about a dertermined theme, difficulties to detail the characteristics of a SSI, elaboration of superficial plannings, pibidians still very attached to the specific and theoretical content of the class and the lack of survey of the students' previous conceptions. The results of 2017 have evidenced a significative improvement of the problematic issues that the group was facing. Data analysis was made through the content analysis, resulting in the construction of five categories:the elaboration of SSI, previous knowledge, challenges, possibilities, the act of planning, stimulus to the reflexive critical sense. The analysis points that the SSI planning process carried out with this group have higlighted the need to reevaluate the way in which lesson planning is traditionally done, since SSI have an interdisciplinary and continuous character. In this sense, we believe it is important to intensify means of disseminating and developing STS teaching through SSI even during the graduation of future professors. The group exercided on and improved together the building of knowledge about the SSI approach and the ability to plan them. We believe that the teaching of CTS and the development of SSI can be much better utilized when carried out together.

Succesful computer technology use can be achieved through teachers, students, and support from staff members, administrators, and even parents. Technology needs to continue to be a standard that all teachers and students strive to meet as they do all other standards in school. Innovative and sucessful teachers use technology in their daily lesson plans, lesson implementation, and use it as motivation for their students.

Using Coachella Valley's Salton Sea ecosystem as a model, several multidisciplinary wetland activities for grades three to six were developed. A resource guide for educators is included.

The purpose of the project was to develop a web-based instructional design tool. The tool provides guidelines, templates, and checklists to simplify the overall process, and give the designer a path to follow to help manage the instructional design project. It is based on the generalized model of Instructional Systems Design (ISD), but is applicable to the design of instructional materials for delivery by an instructor, by Computer-based Training (CBT), or a combination of instructor-led and technology-based delivery.

No description available.

Diese Arbeit widmet sich in Form einer qualitativen Vignettenstudie der Unterrichtsplanung im Mehrebenensystem der Schule. Der Blick ist auf alle Ebenen des Mehrebenensystems schulischer Wirksamkeit am Beispiel der Planung von Lehr-Lern-Arrangements gerichtet. Ausgangspunkt ist die Betrachtung der Makroebene - der Lehrerinnen- und Lehrerbildungslandschaft in der Bundesrepublik Deutschland – mit seinen Grundvoraussetzungen und aktuellen Problemlagen, vor allem dem in weiten Teilen exorbitanten Lehrerinnen- und Lehrereinstellungsbedarf. Mit der Meso-, der Schulebene rücken die Rahmenbedingungen des Unterrichts in den Blickpunkt. Im Fokus steht das antizipierte Vorgehen angehender Lehrpersonen bei der Planung von Lehr-Lern-Arrangements. Diese mikroperspektivische Betrachtungsweise konzentriert sich auf das individuelle Vorgehen auf der Mikro- und damit der Subjektebene. Die qualitative Vignettenstudie geht der Frage nach, wie angehende Lehrpersonen die Aufgabe der Unterrichtsplanung aufgrund ihrer Bildungsbiografie bewältigen. Grundständig Lehramtsstudierende und eine Kontrollgruppe Quereinsteigender in den Lehrberuf äußern sich infolge des Impulses einer Textvignette schriftlich zu ihrem Vorgehen bei der Planung von Unterricht. Beruf(ung) Lehrerin/ Lehrer? Kann das Vorgehen bei der Unterrichtsplanung überhaupt verbalisiert werden oder handelt es sich um eine Art «Fahrradfahren»? Die Könnerinnen und Könner können, obwohl sie wissen wie es geht, ihr Können nicht verbalisieren (vgl. Neuweg, 2015, S. 15)? Ausgewertet mit der inhaltlich-strukturierenden qualitativen Inhaltsanalyse nach Kuckartz (2014, 2018) thematisiert die Ergebnisdarstellung, was empirisch überhaupt abgebildet werden kann. Auffällig ist neben einer stark inhaltsorientierten und materialgeleiteten Planung die Widersprüchlichkeit, Unplanbares planen zu wollen. Eine starke Zentrierung der Befragten auf die Lehrperson betont einseitig die Angebotsseite des Angebot-Nutzungs-Modells der Wirkungsweise des Unterrichts (Helmke, 2012) bei gleichzeitiger Vernachlässigung der Selbstreflexion etwa eigener Kompetenzen. In einzelnen Planungsdimensionen wie der Kompetenzorientierung, Differenzierung und Berücksichtigung motivationaler Aspekte zeigen sich zum Teil erhebliche Gruppenunterschiede und ausgeprägte Entwicklungstrends. Die Empirie verdeutlicht wie widersprüchlich die verschiedenen Systemebenen mit ihren vielen verschiedenen Akteuren handeln und dass jede Ebene sich der Unterrichtsplanung auf andere Art und Weise nähert. Diskutiert werden deshalb das Gelingen einer Theorie-Praxis-Verknüpfung und Konsequenzen für die Lehrerinnen- und Lehrerbildung.:1. Einleitung 2. Die Lehrerinnen- und Lehrerbildungslandschaft in der Bundesrepublik Deutschland: Stichwort Reform 2.1. Grundvoraussetzungen und Herausforderungen 2.2. Die Rahmenbedingungen der Lehrerinnen- und Lehrerbildung in Sachsen 2.3. Zwischenresümee 3. Nicht-grundständige Wege in den Lehrerinnen- und Lehrerberuf 3.1. Einordnung in die Lehrerinnen- und Lehrerbildungslandschaft 3.2. Empirische Befunde 3.3. Das QUER-Programm in Sachsen 3.3.1. Empirische Befunde 3.3.2. Erfolgsquote des QUER-Programms 3.4. Zwischenresümee 4. Kompetenzen und Standards in der Lehrerinnen- und Lehrerbildung: Stichwort Standardisierung 4.1. Entwicklungstendenzen und Meilensteine 4.1.1. Oser und Oelkers (2001) 4.1.2. Die Standards der Kultusministerkonferenz (2004, 2014, 2019) 4.2. Empirische Befunde zur Komptenzentwicklung (angehender) Lehrpersonen 4.3. Unterrichtskompetenz 4.4. Zwischenresümee 5. Lehrerinnen- und Lehrerbiografieforschung: Stichwort Professionalisierung 5.1. Die Entwicklung einer biografischen Perspektive 5.2. Forschungsschwerpunkte 5.3. Biografie und Profession: Professionalität als berufsbiografisches Entwicklungsproblem 5.3.1. Bestimmungsansätze von Professionalität im Lehrerinnen- und Lehrerberuf 5.3.2. Empirische Befunde im Schnittfeld von Biografie und Profession 5.4. Zwischenresümee 6. Dimensionen der Unterrichtsqualität 6.1. Unterrichtsqualität aus der Perspektive der Allgemeinen Didaktik 6.2. Unterrichtsqualität aus der Perspektive empirischer Forschung 6.3. Der Einfluss des Lehrerinnen- und Lehrerhandelns auf die Lernleistungen der Schülerinnen und Schüler 6.4. Zwischenresümee 7. Unterrichtsplanung als Kernstück der Allgemeinen Didaktik 7.1. (Planungs-)Modelle der Allgemeinen Didaktik 7.1.1 Die Bildungstheoretische Didaktik und ihre Weiterentwicklung zur Kritisch-konstruktiven Didaktik 7.1.2. Die Lern- und Lehrtheoretische Didaktik: Vom «Berliner Modell» zum «Hamburger Modell» 7.1.3. Die Konstruktivistische Lerntheorie 7.2. Empirische Befunde zur Unterrichtsplanung 7.2.1. Die Unterrichtsplanung von Lehramtsstudierenden und Lehramtsanwärterinnen und -anwärtern 7.2.2. Die alltägliche Unterrichtsplanung von (berufserfahrenen) Lehrpersonen 7.3. Zwischenresümee 8. Methodisches Vorgehen 8.1. Forschungsdesign 8.2. Fragestellungen 8.3. Arbeitshypothesen 8.4. Auswahlverfahren 8.5. Stichprobenbeschreibung 8.5.1. Die grundständig Lehramtsstudierenden 8.5.2. Die Quereinsteigenden in den Lehrerinnen- und Lehrerberuf 8.5.3. Die Berufswahlmotivation 8.5.4. Pädagogische Erfahrungen 8.6. Vignettenstudie zur Erhebung des Vorgehens angehender Lehrpersonen bei der Unterrichtsplanung 8.6.1. Das Erhebungsinstrument 8.6.2. Inhaltsanalytische Auswertung 9. Die Vorgehensweise angehender Lehrpersonen bei der Unterrichtsplanung: Ergebnisdarstellung 9.1. Die Strukturebene der Vignettenantworten 9.2. Berücksichtigte Handlungsfelder 9.3. Die Selbstwahrnehmung der angehenden Lehrpersonen 9.4. Das (Vor-)Wissen und die Entwicklungsfähigkeit angehender Lehrpersonen 9.5. Subjektive Theorien zum Lehrerinnen- und Lehrerhandeln 9.6. Ergänzender Blick auf die Quereinsteigenden: Fremdeinschätzung durch die Mentorinnen und Mentoren in den universitären Praxisphasen 10. Diskussion 11. Literaturverzeichnis Abbildungsverzeichnis Tabellenverzeichnis Abkürzungsverzeichnis / This thesis deals with lesson planning in the multilevel system of the school in form of a qualitative vignette study. The focus is on all levels of multilevel systems of school effectiveness using the example of planning of teaching-learning arrangements. The starting point is the consideration of the macro level – the teachers and teacher training landscape in the Federal Republic of Germany – with its basic requirements and current problem areas, above all the exorbitant need for recruitment of teachers. With the meso-, the school level, the frameworks of the lesson come to the fore. The focus is on the anticipated approach of prospective teachers when planning teaching-learning arrangements. This micro-perspective approach concentrates on the individual approach on the micro- and, therefore, the subject level. The qualitative vignette study investigates how prospective teachers manage the task of lesson planning based on their educational biography. Undergraduate trainee teachers and a control group of lateral entrants in the teaching profession express themselves in writing on their approach to the planning of lessons as a result of the impulse of a text vignette. Profession teacher? Can the approach to lesson planning be verbalised or is it a kind of “cycling“? The experts, although they know how to do it, cannot verbalise their skills (cf. Neuweg, 2015, p. 15)? Evaluated with the content-structuring qualitative content analysis according to Kuckartz (2014, 2018), the presentation of the results addresses what can be empirically mapped at all. In addition to a strongly content-oriented and material-driven planning, the inconsistency of wanting to plan the unplanned is noticeable. A strong focus of the respondents on the teacher emphasises one-sidedly the supply side of the supply-use model of the effectiveness of the lesson (Helmke, 2012) while at the same time neglecting self-reflection, for example of one’s own competencies. In individual planning dimensions such as competence orientation, differentiation and consideration of motivational aspects, there are in part considerable group differences and pronounced development trends. The empirical evidence illustrates how contradictory the various system levels act with their many different actors and that each level approaches lesson planning in a different way. Therefore, the success of a theory-practice link and the consequences for teacher training are discussed.:1. Einleitung 2. Die Lehrerinnen- und Lehrerbildungslandschaft in der Bundesrepublik Deutschland: Stichwort Reform 2.1. Grundvoraussetzungen und Herausforderungen 2.2. Die Rahmenbedingungen der Lehrerinnen- und Lehrerbildung in Sachsen 2.3. Zwischenresümee 3. Nicht-grundständige Wege in den Lehrerinnen- und Lehrerberuf 3.1. Einordnung in die Lehrerinnen- und Lehrerbildungslandschaft 3.2. Empirische Befunde 3.3. Das QUER-Programm in Sachsen 3.3.1. Empirische Befunde 3.3.2. Erfolgsquote des QUER-Programms 3.4. Zwischenresümee 4. Kompetenzen und Standards in der Lehrerinnen- und Lehrerbildung: Stichwort Standardisierung 4.1. Entwicklungstendenzen und Meilensteine 4.1.1. Oser und Oelkers (2001) 4.1.2. Die Standards der Kultusministerkonferenz (2004, 2014, 2019) 4.2. Empirische Befunde zur Komptenzentwicklung (angehender) Lehrpersonen 4.3. Unterrichtskompetenz 4.4. Zwischenresümee 5. Lehrerinnen- und Lehrerbiografieforschung: Stichwort Professionalisierung 5.1. Die Entwicklung einer biografischen Perspektive 5.2. Forschungsschwerpunkte 5.3. Biografie und Profession: Professionalität als berufsbiografisches Entwicklungsproblem 5.3.1. Bestimmungsansätze von Professionalität im Lehrerinnen- und Lehrerberuf 5.3.2. Empirische Befunde im Schnittfeld von Biografie und Profession 5.4. Zwischenresümee 6. Dimensionen der Unterrichtsqualität 6.1. Unterrichtsqualität aus der Perspektive der Allgemeinen Didaktik 6.2. Unterrichtsqualität aus der Perspektive empirischer Forschung 6.3. Der Einfluss des Lehrerinnen- und Lehrerhandelns auf die Lernleistungen der Schülerinnen und Schüler 6.4. Zwischenresümee 7. Unterrichtsplanung als Kernstück der Allgemeinen Didaktik 7.1. (Planungs-)Modelle der Allgemeinen Didaktik 7.1.1 Die Bildungstheoretische Didaktik und ihre Weiterentwicklung zur Kritisch-konstruktiven Didaktik 7.1.2. Die Lern- und Lehrtheoretische Didaktik: Vom «Berliner Modell» zum «Hamburger Modell» 7.1.3. Die Konstruktivistische Lerntheorie 7.2. Empirische Befunde zur Unterrichtsplanung 7.2.1. Die Unterrichtsplanung von Lehramtsstudierenden und Lehramtsanwärterinnen und -anwärtern 7.2.2. Die alltägliche Unterrichtsplanung von (berufserfahrenen) Lehrpersonen 7.3. Zwischenresümee 8. Methodisches Vorgehen 8.1. Forschungsdesign 8.2. Fragestellungen 8.3. Arbeitshypothesen 8.4. Auswahlverfahren 8.5. Stichprobenbeschreibung 8.5.1. Die grundständig Lehramtsstudierenden 8.5.2. Die Quereinsteigenden in den Lehrerinnen- und Lehrerberuf 8.5.3. Die Berufswahlmotivation 8.5.4. Pädagogische Erfahrungen 8.6. Vignettenstudie zur Erhebung des Vorgehens angehender Lehrpersonen bei der Unterrichtsplanung 8.6.1. Das Erhebungsinstrument 8.6.2. Inhaltsanalytische Auswertung 9. Die Vorgehensweise angehender Lehrpersonen bei der Unterrichtsplanung: Ergebnisdarstellung 9.1. Die Strukturebene der Vignettenantworten 9.2. Berücksichtigte Handlungsfelder 9.3. Die Selbstwahrnehmung der angehenden Lehrpersonen 9.4. Das (Vor-)Wissen und die Entwicklungsfähigkeit angehender Lehrpersonen 9.5. Subjektive Theorien zum Lehrerinnen- und Lehrerhandeln 9.6. Ergänzender Blick auf die Quereinsteigenden: Fremdeinschätzung durch die Mentorinnen und Mentoren in den universitären Praxisphasen 10. Diskussion 11. Literaturverzeichnis Abbildungsverzeichnis Tabellenverzeichnis Abkürzungsverzeichnis

The use of technology in Kindergarten to grade 12 classrooms provides opportunities for teachers to employ mathematical rigor, to integrate problem solving strategies and to extend mathematical ways of knowing (Drier, Dawson, & Garofalo, 1999). The presentation consists of two parts. One investigation maps secondary mathematics technology lessons and materials to the elementary school mathematics standards and converts the mathematics concepts to manageable elementary school lessons. The other investigation analyzes pre-service teacher lessons written using ASSURE instructional design format. The major aims of this paper are to present two teacher preparation practices, one for secondary mathematics pre-service teachers (converting secondary materials to elementary materials) and the other for elementary mathematics pre-service teachers (writing lessons using the ASSURE model).