Fostering cognitive-linguistic development through interaction. What contributions do practical stages in a university seminar on psychology provide to teacher training?

Knöferle, A (Anita)¹, Dornheim, D (Dorothea)^2
1University of Bamberg, Luisenstraße 5, 96047, Bamberg
²University of Bamberg, Markusplatz 3, 96047, Bamberg

 

Submission type

Oral only

Scheduled

Bouillonzaal, 27-09-2019, 09:00 - 10:30

Keywords

developmental psychology, language development, teacher training, vocational skills, innovative teaching, interlocking theory and practice

Summary

 

Training studies suggest that knowledge of cognitive-linguistic developmental changes and the practice of language-fostering interactions go hand in hand with gains in children’s linguistic competencies (Cash et al., 2015; Pianta et al., 2014). Little research has been conducted on the connections between developmental psychological knowledge and gains in professional skills (Lohse-Bossenz et al., 2015). The question arises as to how knowledge about cognitive-linguistic development and nurturing can be so conveyed that students can combine and reflect competencies in observing and shaping interactions that promote development with corresponding theoretical knowledge and thus initiate action competencies. Two variants of a seminar involving a theoretical phase at the university and a practical phase in a kindergarten or, alternatively, an in-depth elaboration of a hypothetical interaction with its subsequent reflection (control group) were realized. Evaluations of the pretest-posttest design (three measurement points) show that knowledge, beliefs and subjective implications of fostering language development changed significantly and positively in the practice group. The participants’ knowledge of nurturing language skills improved after practice. Case vignettes indicate a growing ability to generate practical knowledge and apply theoretical knowledge. The comparison between the practice and control group regarding action competences will be part of the findings presented.

Auteurs