4. Findings
4.2 The case of the Austrian university
4.2.1 Document analysis of initial teacher education programmes
Chapter summary - The case of the Hungarian university
This subchapter has dealt with the case of the Hungarian university, firstly by exploring the findings of the document analysis of initial teacher education programmes, both from the pre-reform system (MA programme) and the current system (undivided programme), and then by the introduction of themes that emerged from the interviews from the pilot phase and group interviews with student teachers. These findings are further discussed in Chapter 5.
type. The forms of assessment are not indicated in the course descriptions (however, these are described on the programme level that applies to all courses).
Competences (focusing on research-related ones)
The course descriptions do not include competences, but these are defined on the programme level. There are three competence fields defined on the programme level, each of them is broken down into items, but the items are not strictly differentiated as knowledge, skills and attitude components as in the case of the Hungarian programmes. Table 14. summarises the structure of competences defined in the programme, highlighting those that are relevant in regards to research.
14. Table. Structure of competences
Competence field Number
of items The highlight of items that are relevant in regards to research
Subject-specific and didactic competences
8
“Research-based learning competence: discovery learning, learning by experimentation, learning by the formation of hypotheses and problem-solving, learning by a change of action and reflection; capability to increase pupils' awareness with intriguing exercises, to assist pupils' self-reviews of their learning outcomes.” (University of Innsbruck, 2014, p. 7) Social and personal
competences 9 “Capability to reflect on own interventions based on theoretical understanding.” (University of Innsbruck, 2014, p. 7)
Organisational and systemic competences
8
“Capability to understand one’s own behaviour in the context of the school system and to contribute to its development; knowledge of methods and instruments for the development of the school and teaching based on their mutual interaction.” (University of Innsbruck, 2014, p. 7)
Content
All of the course descriptions identified the content, although to different extents, and sometimes in the form of student activities. Similarly, as it was described in the Hungarian case, some of the contents in more than half of the course descriptions (6) explicitly refer to research (e.g., “research methodology”, “teaching observation”, “data acquisition (interview, questionnaire)”, etc.).
Course deliverables
In the case of 7 courses, there was some form of a course deliverable indicated in the description, Figure 15. visualizes the distribution of these. Some course deliverables are based on a research-related activity (e.g., data acquisition, observation). The deliverables are related to a school-based activity in 5 of the courses.
15. Figure. Frequencies of course deliverables
Literature
The course descriptions did not include a literature list.
Teaching-research nexus
The analysis of the course descriptions revealed that one course integrates research (results) into its agenda in the form of defining the following content: “incorporating findings of brain research and applied development psychology”. One of the course descriptions explicitly refers to student teachers discussing research within the framework of the course.
27,3%
54,5%
27,3%
9,1%
9,1%
0,0% 10,0% 20,0% 30,0% 40,0% 50,0% 60,0%
Reflection Observation (pupils, teachers, lessons) Visiting an institution Data acquisition Theory-based reflection
Research-related activities
The course descriptions mention various activities, and some of these are explicitly research-related. In 3 of the cases it is explicitly defined that the activities are practice-oriented (they are connected to pupils, students or schools). Figure 16. represents the frequencies of student teachers’ research-related activities as described in the course descriptions.
16. Figure. Frequencies of student teachers’ research-related activities
Miscellaneous
Due to methodological considerations, elective courses were not included in the analysis. However, in this case, it is important to mention that one elective course offered for student teachers is titled Research Workshop School Development, and it includes the following topics:
- Instruction and participation in teaching preparation
- Implementation and evaluation of school development and assistance projects - Dealing with basic research questions
- Development and presentation of project results 18,2%
54,5%
9,1%
18,2%
9,1%
9,1%
0,0% 10,0% 20,0% 30,0% 40,0% 50,0% 60,0%
Reflection Observation Familiarize themselves with the school as a…
Writing research plan - questions Conducting interviews Data acquisition
4.2.1.2 A current initial teacher education programme
Hereby follows the presentation of the findings related to the document analysis conducted on course descriptions of the Educational Studies modules of the BA and MA programmes offered by an Austrian university.
Background information
The Educational Studies modules of the BA and MA programmes include 17 courses in total. Most of the courses are of a pedagogical nature (11); however, it is important to highlight that two courses are research methodology courses. More than half of the courses (9) are of 2 ECTS, while the remaining ones are from 1,5 to 7,5 ECTS. Regarding the type of course, the seminar type of courses (8) is exceeding the lectures (5) and practical training courses (4). The forms of assessment are not indicated in the course descriptions (but described on the programme level and applicable to all courses).
Competences (focusing on research-related ones)
The course descriptions do not include competences, but these are defined on the programme level. There are three competence fields defined on the programme level, each of them is broken down into items, but the items are not strictly differentiated as knowledge, skills and attitude components as in the case of the Hungarian programmes. Table 15. summarizes the structure of competences defined in the programme, highlighting those that are relevant in regards to research.
15. Table. Structure of competences
Competence field Number
of items The highlight of items that are relevant in regards to research
Subject-specific and didactic competences
8
Research-based learning competence: discovery learning, learning by experimentation, learning by the formation of hypotheses and problem-solving, learning by a change of action and reflection; capability to increase pupils' awareness with intriguing exercises, to assist pupils' self-reviews of their learning outcomes. (University of Innsbruck, 2014, p. 7)
Social and personal
competences 9 Capability to reflect on own interventions based on theoretical understanding (University of Innsbruck, 2014, p. 7)
Competence field Number
of items The highlight of items that are relevant in regards to research
Organisational and systemic competences
8
Capability to understand one’s own behaviour in the context of the school system and to contribute to its development; knowledge of methods and instruments for the development of the school and teaching based on their mutual interaction. (University of Innsbruck, 2014, p. 7)
Content
All of the course descriptions identified the content, although to different extents, and sometimes in the form of student activities. Similarly, as it was described in the Hungarian case, some of the contents in the case of 9 of the course descriptions explicitly refer to research (e.g., “research methodology”, “in-depth dealing with findings of learning and teaching research”, “school research and the current national and international educational research”, “ Professions and educational research”, “School development as a field of research”, etc.).
Course deliverables
In the case of 8 courses, there was some form of a course deliverable indicated in the description, Figure 17. visualizes the distribution of these. Some course deliverables are based on a research-related activity (e.g., research project, observation).
17. Figure. Frequencies of course deliverables
29,4%
17,6%
5,9%
5,9%
0,0% 5,0% 10,0% 15,0% 20,0% 25,0% 30,0% 35,0%
Reflection Observation (pupils, teachers, lessons) Research project Research results
Literature
The course descriptions did not include a literature list.
Teaching-research nexus
The analysis of the course descriptions revealed that four courses are based on current research. 7 of the course descriptions explicitly refers to student teachers discussing research within the framework of the courses, 1 of the descriptions mention that student teachers are expected to write about research, and 3 of the descriptions indicate that student teachers learn about research methods (covering quantitative and qualitative approaches, the scientific approach, linking research with models and theories of learning and teaching). Student teachers are mostly treated as participants (they have an active role, the courses are more student-focused than teacher student-focused), and they conduct their research in 3 of the courses. Although slightly, research process and problems are emphasised over the research content.
Research-related activities
Ten of the course descriptions mention various activities, and some of these are explicitly research-related. In 3 of the cases it is explicitly defined that the activities are practice-oriented (they are connected to pupils, students or schools). Figure 18. represents the frequencies of student teachers’ research-related activities as described in the course descriptions.
18. Figure. Frequencies of student teachers’ research-related activities
4.2.2 Student teachers’ experiences during the practicum, with a special focus on