Now showing 1 - 10 of 135
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Worauf kommt es wirklich an? Eine explorative Studie zu Feedback in der zweiten Phase der Lehrerbildung

, Wisniewski, Benedikt , Siegel, Stefan T.

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El Problema de la Teoría de la Educación

2022 , Siegel, Stefan T. , Biesta, Gert

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Students’ and Instructors’ Understandings, Attitudes and Beliefs about Educational Theories: Results of a Mixed-Methods Study

2021-04-23 , Siegel, Stefan T. , Daumiller, Martin

Abstract (1) Background: Educational theories are a constitutive element of educational studies. Despite their theoretical relevance, little is still known about students’ and instructors’ understandings of educational theories and their theory-related attitudes and beliefs. (2) Methods: To elucidate these constructs and to test their relevance, we conducted a mixed-methods study with 32 students and 12 instructors of educational studies at a German university. (3) Results: We found that both groups perceived educational theories as rather abstract concepts. Students reported rather negative attitudes and naive beliefs. For both groups, we found that attitudes and beliefs were strongly tied to motivational and affective aspects when dealing with educational theories, which stresses their relevance for educational studies. (4) Conclusions: We suggest a systematic theoretical clarification of the term educational theories. Furthermore, consideration of students’ and instructors’ theory-related attitudes and beliefs can give rise to meaningful practical implications (e.g., through self-reflection). Keywords: educational theory; theory-related attitudes; epistemic beliefs; educational studies; mixed methods study https://www.mdpi.com/2227-7102/11/5/197

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Preservice Teachers' Attitudes and Beliefs About Educational Theories

2023-04 , Dr. Stefan T. Siegel , Daumiller, Martin

Educational theories are a constitutive element of teacher education. Despite their relevance, pre-service teachers’ attitudes and beliefs about these concepts are hardly investigated—especially their interrelations with motivational, affective and behavioral aspects of their professionalization. Therefore, we conducted a cross-sectional online study with 180 German pre-service-teachers. The results reveal high interindividual differences in their educational theory-related attitudes and beliefs. These constructs were strongly tied to motivational (subjective task value, achievement goals), affective (emotions enjoyment and boredom) and behavioral aspects (dealing with educational theories) when engaging with these concepts, which stresses their relevance for teacher education. Structural equation modeling reinforced the postulated mediating role of motivations and emotions regarding the effects of attitudes and beliefs for dealing with educational theories.

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The Fine art of Detecting Sciencewashing: Definition, Consequences, Forms & Prevention

2023 , Dr. Stefan T. Siegel , Jannes Terdenge

Sciencewashing is a deliberate action to simulate scientific practices or quality assurance to deceive others. It occurs in various areas, e.g., the beauty marketing or the nutritional supplement industry. In this guest article, Stefan T. Siegel and Jannes Terdenge elaborate on the question of what sciencewashing is and why it can be a challenge for science communication.

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Education’s Relative Autonomy: A Closer Look at the Discipline’s Past, Present, and Future

2022-03-07 , Siegel, Stefan T. , Matthes, Eva

The relative autonomy of Pädagogik (education) as an academic field has always been in jeopardy. Consequently, we take a closer look at its past, present, and future. We begin by retracing the historical development of this field of study in the German-speaking context. In the second part, we look at the current state of the discipline and spotlight current developments threatening education’s autonomy, first and foremost the steep rise and dominance of Empirische Bildungsforschung (empirical educational research). In the last part, we argue for education as an independent discipline and outline how educationalists can strengthen its autonomy and disciplinary identity. https://noredstudies.org/index.php/nse/article/view/3785

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Lehrbezogenes Wissensmanagement in der Hochschullehre: Entwicklung,Beschreibung und Einsatzmöglichkeiten des Reflexionsinstruments LeWiMa (Teaching-related Knowledge Management in Higher Education: Development, Description and Potential Uses of the Reflection Instrument LeWiMa)

2021 , Siegel, Stefan T. , Krummenauer-Grasser, Astrid , Stahl, Christine

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Selbstanzeige: Erziehungswissenschaftliche Theorien und Individuelle Orofessionalisierung: Studien zu theoriebezogenen Einstellungen und Überzeugungen von Studierenden und Dozierenden erziehungswissenschaftlicher und lehramtsbezogener Studiengänge, Bad Heilbrunn (Klinkhardt Verlag) 2022, zugl.: Augsburger Univ. Diss. 2021

2022 , Siegel, Stefan T.

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The problem of educational theory

2021-07-30 , Siegel, Stefan T. , Biesta, Gert

Abstract This interview sheds light on current developments threatening the disciplinary ‘heart’ of education. Taking a starting point in the continental ‘configuration’ of the field, Gert Biesta and Stefan T Siegel argue that there are forms of theory considered distinctively educational. Based on this premise, they discuss why defining educational theories (Erziehungswissenschaftliche Theorien) is so challenging, and why it is nevertheless a rewarding endeavour. By distinguishing between (genuinely) educational theories in a narrow sense and (educationally relevant) theories in a wider sense, Biesta and Siegel attempt to tackle the problem of educational theory and to stimulate the discourse on theorizing education. Keywords Educational theory, philosophy of education, educational studies, academic disciplines, purposes of theory https://journals.sagepub.com/doi/10.1177/14782103211032087

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Construction and Validation of a Short Multidisciplinary Research Performance Questionnaire (SMRPQ)

2019-05-05 , Daumiller, Martin , Siegel, Stefan T. , Dresel, Markus