|
Christin Siegfried *, Eveline Wuttke
|
| bet | 1/2 | | Sana | 23.03.2023 | | Hajmi | 21.96 Kb. | | #46263 |
Bog'liq How can Prospective Teachers Improve their Economic Competence Alfiya English presentatsiya1, 10-mavzu O‘zbekiston respublikasida ta’lim sohasida amalga oshi, Awqatlaniw kárxanalarıniń xaliq xojaliǵinda tutqan orni, АСБОБ-УСКУНАЛАРНИ, annotatsiya tarjima, 1 sssss, Kitobxon formulyari [uzsmart.uz] (1), 1-amaliy ish dasturlash, Issiqlik taminoti , 5-mustaqil ish, 2 Mavzu Tarmoqda axborot xavfsizligi muammolari va ularning yechi, 2Mavzu kerberos protokoli va uning xavfsizlik tahlili-fayllar.org, Marshrutizatorlarda NAt PAT texnologiyasini sozlash, laboratoriya ishi mavzu kommutatorda port xavfsizligi (port s
How can Prospective Teachers Improve their Economic Competence? Results of an Intervention Study Christin Siegfried *, Eveline Wuttke * * Chair of Economic and Business Education, Goethe University Frankfurt
Bo'lajak o'qituvchilar qanday qilib iqtisodiy kompetentsiyalarini oshirishlari mumkin? Interventsiyani o'rganish natijalari
How can Prospective Teachers Improve their Economic Competence? Results of an Intervention Study Christin Siegfried *, Eveline Wuttke * * Chair of Economic and Business Education, Goethe University Frankfurt Abstract Economic competence is a basic and central competence necessary for individual chances in life and the development of societies. However, studies show that young adults lack adequate knowledge in economics, which might be attributed to a lack in education and probably to deficits in teacher knowledge. We therefore developed and evaluated a training program in economics for prospective teachers of politics and economics. While there is an increase in knowledge, attitudes towards economic contents remain unchanged.
Bo'lajak o'qituvchilar qanday qilib iqtisodiy kompetentsiyalarini oshirishlari mumkin? Intervension tadqiqot natijalari Kristin Zigfrid *, Evelin Vuttke * * Frankfurt Gyote universitetining Iqtisodiyot va biznes ta'limi kafedrasi Xulosa Iqtisodiy kompetentsiya hayotdagi individual imkoniyatlar va jamiyatlar rivojlanishi uchun zarur bo'lgan asosiy va markaziy kompetentsiyadir. Biroq, tadqiqotlar shuni ko'rsatadiki, yoshlarda iqtisod bo'yicha etarli bilim yo'q, bu ta'limning etishmasligi va ehtimol o'qituvchilar bilimidagi kamchiliklar bilan bog'liq bo'lishi mumkin. Shuning uchun biz siyosat va iqtisod o'qituvchilari uchun iqtisod bo'yicha o'qitish dasturini ishlab chiqdik va baholadik. Bilimlarning o'sishi kuzatilayotgan bo'lsa-da, iqtisodiy mazmunga bo'lgan munosabat o'zgarishsiz qolmoqda.
Studies regarding the Development of Economic Competence of
(prospective) Teachers
Iqtisodiy kompetentsiyani rivojlantirish bo'yicha tadqiqotlar
(istiqbolli) O'qituvchilar
In addition to the studies already mentioned above which show a rather low level of economic competence of (prospective) teachers at one measurement time (Allgood/Walstad 1999; Wuttke 2008; Retzmann/Bank 2013) some studies focus on competence development. Results show that participation in training regarding economics has a positive impact not only on the economic competence of these teachers but also on the competence of their students (Schober 1984; Weaver/Deaton/Reach 1987; Laney 1988; Marlin 1991; Allgood/Walstad 1999; Becker 2000; Dills/Placone 2008). Furthermore, Johnston and Olekalns (2002) found an improvement in students’ attitudes towards macroeconomics by implementing a new learning strategy, which fosters a deep understanding, critical analyses, and problem solving within economics. These attitudes were more positive at the end of the semester and students rated the practical usefulness of the discipline higher. However, studies in Germany are rare and the results of American studies are only partly transferable to the German context due to the different qualification organisations and entry requirements within teacher education (Reinisch 2009). Nevertheless, studies generally show that an increase in learning opportunities can lead to an increase in (economic) knowledge and/or competence. Research concerning the effects of opportunities to learn on the development of teachers’ domain-specific knowledge (CK and PCK) is currently growing but still scarce (Cochran-Smith, 2005; Kleickmann et al. 2013). With regard to the development of prospective teachers’ CK and PCK, there is empirical evidence that CK, as well as PCK, improve during both phases of initial teacher training (e.g. Blömeke et al. 2008; Kleickmann et al. 2013; Schmelzing et al. Zeitschrift für ökonomische Bildung, Heft Nr. 04/2016, S. 65-86 70 2013, for an overview see Fritsch et al. 2015). These findings suggest that university-based lectures and seminars on content and content-related didactics have an impact on the development of prospective teachers’ CK and PCK.
Yuqorida aytib o'tilgan tadqiqotlarga qo'shimcha ravishda (bo'lajak) o'qituvchilarning bir vaqtning o'zida iqtisodiy malakasi ancha past ekanligini ko'rsatadi (Allgood/Walstad 1999;
Wuttke 2008; Retzmann/Bank 2013) ba'zi tadqiqotlar vakolatlarni rivojlantirishga qaratilgan. Natijalar shuni ko'rsatadiki, iqtisod bo'yicha treninglarda qatnashish nafaqat ijobiy ta'sir ko'rsatadi
bu o'qituvchilarning iqtisodiy kompetentsiyasiga, balki ularning o'quvchilarining malakasiga ham
(Schober 1984; Weaver/Deaton/Reach 1987; Laney 1988; Marlin 1991; Allgood/Walstad
1999; Bekker 2000; Dills/Placone 2008). Bundan tashqari, Jonston va Olekalns (2002) topdilar
yangisini amalga oshirish orqali talabalarning makroiqtisodiyotga munosabatini yaxshilash
chuqur tushunish, tanqidiy tahlil qilish va muammolarni hal qilishga yordam beradigan o'rganish strategiyasi
iqtisodiyot doirasida. Ushbu munosabatlar semestr oxirida ijobiyroq bo'ldi va talabalar ushbu fanning amaliy foydaliligini yuqori baholadilar. Biroq, Germaniyada o'qish
kamdan-kam uchraydi va Amerika tadqiqotlari natijalari turli malaka tashkilotlari va o'qituvchilar tarkibiga kirish talablari tufayli qisman nemis kontekstiga o'tkazilishi mumkin.
ta'lim (Reinisch 2009). Shunga qaramay, tadqiqotlar odatda o'rganishning o'sishini ko'rsatadi
imkoniyatlar (iqtisodiy) bilim va/yoki malaka oshirishga olib kelishi mumkin. Ta'lim olish imkoniyatlarining o'qituvchilarning sohaga oid bilimlarini (CK va PCK) rivojlanishiga ta'siri bo'yicha tadqiqotlar hozirda o'sib bormoqda, ammo hali ham kam (Kochran-Smit,
2005; Kleickmann va boshqalar. 2013). Bo'lajak o'qituvchilarning CK rivojlanishi bilan bog'liq holda
va PCK, CK va PCK ikkala bosqichda ham yaxshilanishi haqida empirik dalillar mavjud
boshlang'ich o'qituvchilar tayyorlash (masalan, Blömeke va boshq. 2008; Kleickmann va boshq. 2013; Schmelzing va boshq.
Zeitschrift für ökonomische Bildung, Heft Nr. 04/2016, S. 65-86
70
2013 yil, umumiy ma'lumot uchun Fritsch va boshqalarga qarang. 2015). Ushbu topilmalar universitetga asoslanganligini ko'rsatadi
mazmuni va mazmuni bilan bog'liq didaktika bo'yicha ma'ruzalar va seminarlar bo'lajak o'qituvchilarning CK va PCK rivojlanishiga ta'sir qiladi.
Economics DepartmentEconomics Department Faculty PublicationsUniversity of Nebraska - Lincoln Year Teacher and Student EconomicUnderstanding in Transition EconomicsWILLIAM WALSTAD∗ Ken Rebeck†∗University of Nebraska-Lincoln, WWALSTAD1@UNL.EDU†University of Nebraska - LincolnThis paper is posted at DigitalCommons@University of Nebraska - Lincoln.http://digitalcommons.unl.edu/econfacpub/24
|
| |
