Johannes Vees – författare

Wissenschaftlicher Aufsatz aus dem Jahr 2023 im Fachbereich Pädagogik - Der Lehrer / Pädagoge, Pädagogische Hochschule Weingarten (Fakultät II), Sprache: Deutsch, Abstract: Studien belegen, dass der Lernerfolg von Kindern und Jugendlichen maßgeblich von der Qualität ihrer Lehrkräfte abhängt. Da weder das Studium noch der Vorbereitungsdienst ausreichen, um den vielfältigen und komplexen Anforderungen des Lehrberufs gerecht werden zu können, rückt die dritte Phase der Lehrerbildung zunehmend ins Zentrum des Interesses. Erkenntnisse der Professionsforschung deuten jedoch darauf hin, dass viele traditionelle Fortbildungsformate unwirksam sind. In der hier vorgestellten Untersuchung wurde eine praxisbegleitende Fortbildungsmaßnahme auf Wirksamkeit hin überprüft. Mit Hilfe quantitativer Forschungsmethoden wurden sowohl das fachdidaktische Wissen der Lehrkräfte als auch die Rechtschreibleistung der von ihnen unterrichteten Kinder unter die Lupe genommen. Das Spezifikum dieser Studie ist darin zu sehen, dass Effekte der Fortbildungsmaßnahme nicht nur auf der Lehrerebene gemessen wurden, sondern auch auf der bislang selten untersuchten Schülerebene.

Research Paper (postgraduate) from the year 2007 in the subject Pedagogy - General, grade: 1,0, Samford University (Orlean Bullard Beeson School of Education & Professional Studies), course: The professional secondary language Arts/English teacher, language: English, abstract: This paper is part of an observation as a clinical experience requirement of the course listed on the title page. It takes place at a High School in a 10th grade history class under Mr.E.’s leadership. The class, which I attend twice a week for one period, consists of 16 students (eight of them are male, eight female). As far as I’m concerned, I am a German exchange student spending one semester at Samford University with the main objective of improving my English since I’m going to be a secondary school teacher back in Germany. English is – alongside with German and Physical Education – one of the subjects that I’m going to teach. This semester is my fourth one, so I would be pretty much a sophomore in the American Educational System. However, the German Educational System works quite differently which is the reason for still having approximately four years of study to complete.Before being able to start an action research, the researcher has to identify a research question. It is raised the question which matters could be of interest. After having led a conversation with my mentor about an interesting field of investigation, we came to the conclusion that the completion of homework was an important concern. He told me about his difficulties in coping with this problem in 10th grade in history. He was willing to figure out a solution to the apparently big problem. Since some students don’t do any homework at all regularly, it is definitely a problem worth taking into focus. There are multiple ways to deal with unsatisfactory homework behavior of students. Punishment in form of extra work is probably one of the most common means to encounter it. Yet, multiple generations of teachers have already applied this measure, but the problem has, quite obviously, not vanished. Therefore, this method doesn’t seem to work appropriately. This is, in my opinion, due to the fact that students are only extrinsically motivated in this case. Another example of extrinsic motivation is rewarding. Yet it may be helpful in some cases, it is still a means of extrinsic motivation and therefore not last perpetual wisdom. Extrinsic motivation is not a long-ranging solution to the problem. There are other options to take.

Seminar paper from the year 2007 in the subject American Studies - Literature, grade: 2,0, Samford University, course: American Literature, language: English, abstract: HABE Mut, dich deines eigenen Verstandes zu bedienen!” This saying by German philosopher Immanuel Kant, one of the main representatives of the epoch of enlightenment, says: “Have courage to help yourself with your own brain!” It is much more than just a dogmatic proverb, which can be seen by the fact that it has not only revolutionized humanity’s confidence in its own mind in an age when self-reliant mental activity was a foreign word, but also by its timelessness. There’s reason to argue its applicability both in Mary E. Wilkins Freeman’s “The Revolt of ‘Mother’ “, written in 1891, and Sherwood Anderson’s “Winesburg, Ohio”, composed in 1919. However, making use of autonomous thoughts does very often only avail if those are articulated adequately. Both works state that an inability or reluctance to express oneself respectively results in a loss of self-determination.