Promotion of Teacher Training in Switzerland
The Aebli-Näf Foundation promotes the training and further education of teacher trainers in Switzerland. It was established thanks to the psychology professor Hans Aebli, who passed away in Burgdorf in 1990, and his wife Verena Aebli-Näf and their family. more
Documentation of the Conference of the Aebli-Näf Foundation
Bern, November 10, 2023
It is the Teacher who Counts -
The Psychological Didactics of Hans Aebli from Today's Perspective
We are pleased to make the video documentation of the conference on Hans Aebli's 100th birthday available via this link.
In addition, a complete bibliography of Hans Aebli's work can be downloaded here.
Successfully funded projects
Another successfully completed and defended dissertation project is presented below. The funded projects are very diverse and show the wide range of thematic possibilities.
Dr. Anna Carina Locher
Wissen und Können zur Planung und Durchführung von (ko-)konstruktivistischem, kompetenzorientiertem und adaptivem Unterricht. Eine Interventionsstudie mit angehenden und erfahrenen Lehrpersonen der Primarstufe.
The dissertation is part of a research project called “videobased promotion of co-constructive, competence oriented teaching competence witch teacher students and teachers in the function of mentors – a double intervention (German: KoKoLeK)”. The essence of the study is a double intervention over three semesters with primary teacher students (intervention group I) of the University of Teacher Education Zurich (Pädagogische Hochschule Zürich) and their mentors (intervention group II), who supervised the teacher students during the practical training at the schools. Involved were also a control group consisting of teacher students (control group I) and mentors (control group II), both groups not participating in the intervention.
The overall research question is the following: How did the knowledge of lesson planning and the teaching quality of the teacher students and their mentors from intervention groups I and II as well as control groups I and II develop in six dimensions of teaching quality over the duration of the double intervention? And how do the developments in the knowledge about lesson planning differ among the control and intervention groups? For this dissertation, the vignette statements of all participants were evaluated using a content analytic deductive and inductive category system. The videotaped lessons were assessed through the KoKoLeK research group based on a depth-structured rating system along the dimensions of teaching quality.
The results of the longitudinal and cross-sectional evaluations of the content-analyzed data from the vignettes and the data from the assessment of the quality of the videotaped German lessons indicate that the double intervention was more effective than the existing professional practice in terms of teaching quality development. However, they also indicate a decrease in explicit written lesson planning knowledge, which will be addressed in the concluding discussion.
(Abstract of the Kölner UniversitätsPublikationsServer)
