Domänenspezifische Diagnose & Förderung des Schreibens – Was brauchen angehende Lehrkräfte?

Die Ausbildung schreibförderdiagnostischer Kompetenzen von (angehenden) Lehrkräften spielt im Rahmen der sprachlichen Bildung eine zentrale Rolle. Dabei wird allerdings selten diskutiert, welche Arten von Wissen bzw. Kompetenzen für schreibbezogene Bildungs- und Fördermaßnahmen notwendig sind. Dies...

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Bibliographic Details
Published in:DaF-/DaZ-/DaM-Bildungsräume: Sprech- & Textformen im Fokus (Band 03)
Main Authors: Peschel, Corinna, Mainzer-Murrenhoff, Mirka
Contributors: Dirks, Una (Editor)
Format: Book Chapter
Published: Philipps-Universität Marburg 2019
Online Access:PDF Full Text
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Training of pre- and in-service teachers in writing assessment and development has a high impact on language and literacy education; however, it is rarely discussed what kind of knowledge, skills and abilities are required for such training tasks. Against this background, this article describes a research project that aims to shape a deeper understanding of the processes and competencies needed for writing assessment and development in order to propose a model for professional development. The findings of the research project provide first information on the proficiency of 23 pre-service teacher students’ writing assessment literacy. The criteria adopted for evaluating the students’ proficiency level take account of their reflections on subject-specific conditions of writing at school as well as on choosing proper diagnostic tools and for defining appropriate learning goals and didactic measures that suit the pupils’ needs.