Data base

This project examines the plurilingual offer introduced at the PHSG with the new curriculum for secondary school level I in 2017/18.

The first and running part of the project focuses on the lecturers’ actual realization of these plurilingual offers, as well as on the lecturers’ beliefs on plurilingual education.

Subsequently, the project further aims to examine how the lecturers’ plurilingual offers are received and used by the students, what the students’ beliefs on these plurilingual offers are, and how these beliefs change throughout their studies.

The goal of the project is a comprehensive review of the plurilingual language teacher education at the PHSG, in order to determine its added value in comparison to the monolingual education of language teachers.

Ziel des Forschungsprojektes ist somit eine Bestandesaufnahme der mehrsprachigen Ausbildung von Fremdsprachlehrpersonen an der PHSG, um den Mehrwert gegenüber der sprachspezifischen Ausbildung zu evaluieren.

Our study examines the effects of teachers' feedback based on a rubric for mathematical reasoning. Specifically, we observe outcomes related to primary students' achievement, self-regulation, and self-efficacy beliefs. Further, we are interested in differences between teachers' feedback quality. Our sample comprises around 45 classes in two Swiss regions. Feedback is conceptualized as formative feedback for students' learning in classroom situations. Mathematical reasoning is defined according the Swiss curriculum 21 as verifying or falsifying their solutions based on explanations and calculations.

Im Rahmen der Studiengangsreform des Studiengangs Sek I wurde im Studienjahr 2016/17 ein neues Ausbildungsprofil Mehrsprachigkeit / Sprachenlehrperson eingeführt, welches im Kontext des strategischen Handlungsfelds C 15 die bisherige Ausbildung in einzelnen Sprachfächern in eine sprachenübergreifende Ausbildung im Sinne einer Mehrsprachendidaktik zusammenführt. 

Ziel dieses Projektes ist die Erfassung der möglichen Auswirkungen dieser Ausbildungsvariante Mehrsprachigkeit (AVM) auf die sprachlichen Kompetenzen der Studierenden in den einzelnen Zielsprachen. Dazu wurde ein kompetenzorientierter Performanztest entwickelt, um die berufsspezifischen, produktiven sprachlichen Austrittskompetenzen in Englisch- und Französisch der Studierenden der Jahrgänge 14/19 und 15/20 (ursprüngliche Ausbildungsvariante) und 16/21 und 17/22 (AVM) zu erheben und miteinander zu vergleichen. 

Zusätzlich zu den Sprachkompetenzen werden die Sprachenbiographien der Studierenden und die Einstellung gegenüber Mehrsprachigkeit erhoben.

Collaboration between university-based (PH) lecturers and field-based lecturers enables a very close connection to be established between the two separate learning locations (school and university), thereby further developing and strengthening teacher vocational training.

Physical education is central to promoting sporting abilities and exercise. To ensure the high quality and further development of PE teaching, we need more knowledge on the conditions required for, and the effects of, good PE teaching.

This project looks at pupils’ attention and work-related behaviour in various subjects. It examines whether the length of time spent actively learning differs from subject to subject. Do pupils spend more time actively learning in craft, design and technology lessons than they do in German or English lessons, for example? 
Because these subjects tend to be taught by different teachers, the project seeks to find out to what extent the different teachers collaborate and discuss their pupils’ progress and behaviour.

Out-of-school learning places (OSLePs) for the sciences allow pupils from primary through to upper secondary school to experience laboratory work and make use of different learning materials.

Providing pupils with individualised support is becoming increasingly important. F3K seeks to create the didactic basis for using aptitude diagnostics data to provide pupils with targeted support.

The overall objective of this project is to establish a competence centre for profession-specific didactics. The objective of the “Skill acquisition in vocational training locations” sub-project is to define issues on which the three vocational training locations can work in concert to promote the acquisition of skills, abilities and attitudes. It also aims to demonstrate how students can use KOMPRA to first acquire the skills they need, then apply these skills to solve problems and tasks.

Educational research has shown that all pupils benefit greatly from high-quality teaching and lessons designed to facilitate effective learning.