Further Education in Economics for Teachers of other Subjects? 22nd - - PDF document

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Further Education in Economics for Teachers of other Subjects? 22nd - - PDF document

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24.08.2018 Further Education in Economics for Teachers of other Subjects? 22nd European Economics Education Conference Copenhagen 22-25 Aug 2018 Albert-Ludwigs-Universitt Freiburg Bernd Remmele / Sybille Schick (University of Education

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Albert-Ludwigs-Universität Freiburg

22nd European Economics Education Conference Copenhagen – 22-25 Aug 2018 Bernd Remmele / Sybille Schick

(University of Education Freiburg / University Freiburg) .

Further Education in Economics for Teachers of other Subjects? Overview (WBS-MOOC)

  • Background
  • Structure and Characteristics
  • Problems
  • Discussion

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Project Team

  • University of Education
  • Department of Business and

Economics Education

  • Prof. Dr. Franziska Birke
  • Dipl.Vwl. Annette Kern
  • Dr. Bernd Remmele
  • University Freiburg
  • Endowed Chair for Regulatory

and Competition Policy

  • Prof. Dr. Tim Krieger
  • Administrative Department of

Teacher Education

  • Sybille Schick (OStRin)

23.08.2018 Further Education in Economics for Teachers of other Subjects? 3

+

Center for Technology-Enhanced Learning Karlsruhe Institute of Technology

4

Teacher Training in Baden-Württemberg

Universities of Education (Pädagogische Hochschule):

  • Primary level
  • Lower secondary level

Universities (Universität):

  • Upper secondary level

 Gymnasium  Vocational Schools

https://rgeo.de/de/p/bnel/

the last federal state with Universities of Education

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Subject-specific Didactics

  • it is a bit a German specificity in academic teacher education

(though it is often subverted at universities – giving chairs not to teaching specialists)

  • with complications in Ba-Wü due to the existence of universities of education
  • n the one hand:

previously no subject-specific didactics by academics at universities if there was some it was done by (specialized) teachers

  • n the other hand:

previously subject-specific didactics was the raison d‘etre of universities of education (e.g. professors should have a teacher and academic background)

  • now – 2015 – teacher education changed to a BA/MA system

and – since 2016 – there is a common curriculum for all lower secondary (including the new subject ‚Economics‘)  different models to deal with this new situation in Freiburg – with both kinds of universities – close (?) cooperation with a kind of trade: UoE provides didactics in exchange for content-related courses from the U

5 6

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Teacher Training in Freiburg

University University of Education

Students 25.000 5.000 Becoming a teacher 3.000 3.000 Subjects 2 out of + Pedagogic Pedagogic + 2 out of Secondary level Computer science Chinese, Greek, Italian, Latin, Russian, Spanish Philosophy, Sports Theology (cath.) Chemistry, Physics, Biology, Maths English, French, German, Geography, Economy, History, Politics Everyday life and health, Technique Arts Music Sport Theology (protestant, cath., islamic) Primary level Pedagogic + Maths or German + x

Business/Economics in the German School System, e.g.

8

Social Sciences Economics and Law Economics and Politics

http://onlineuebung.de/andere-faecher/sachunterricht/bundeslaender-hauptstaedte-fluesse/

Work, Economics, Technics Social Studies Politics and Economics Economics Studies on community Social Studies

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www.bundestag.de WD 8 - 3000 - 077/16

Wirtschaft / Berufs- und Studienorientierung in Ba-Wü (Economics / Vocational Career and Study Orientation)

  • since 2016/17: obligatory in all general school types
  • Lower Sek-Schools: year 7 to year 10 = 5 compulsory lessons
  • Upper Sek-Schools: year 8 to year 10 = 3 compulsory lessons
  • Study courses Economy Bachelor/M.Ed. have started in

Winterterm 15/16  ‚new‘ Economy-Teachers will not be in school before school year 22/23  Lack of specific teachers for the subject at least until 2022

  • around 1100 lower Sek-Schools
  • around 450 upper Sek-Schools

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The Ministry of Education in Ba-Wü had an idea …

  • a large scale further education based on a bMOOC

(blended Massive Open Online Course)

  • with a clear focus on the scientific aspects of the subject,

i.e. oriented at scientific content structure not at school curriculum

  • riginally MOOCs are based on lecture capture (with more or less power point)

however for the WBS-MOOC: scripted videos (Σ 2,5 hours each) with people talking and some definitions, graphics, pictures …

  • the ‚b‘ includes: the manuscripts, quizzes further readings, hints to the

curriculum, a forum

  • during roll-out weekly tasks with overall feedback
  • webinars (recorded)
  • half-day face to face interaction with multipliers

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https://wbs.zml.kit.edu/

Further Education in Economics for Teachers of other Subjects? 12

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General / original process and timeframe – until now

MOOC 1 ‐ 2 One Face‐to‐Face Multiplier ‐ Training 2,5 Days Many Face‐to‐Face Teacher‐ Trainings 0,5 Day Spring 2017: 1 Spring 2018: 2 Teachers also in Spring Multipliers Uni/PH FR Summer/autumn

Content structure

Academic knowledge (economics + …)

Subject‐specific

Didactics Relation to Curriculum Lesson Plans

MOOCs Multiplier Training and Teacher Trainings Trainings for the new Curriculum ‚Duplex‘ (if the same Multiplier)?

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Content ‐ Sequence

MOOC 1: Market and formation of prices MOOC 2: Economic system and business ethics MOOC 3: Economy and sustainable Development MOOC 4: Business Management

  • Recent decision:

– MOOC 3 will be delayed for one year because of high costs and low benefit, i.e. low number of teachers participating – in the meantime ‚marketing‘

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Blended learning with minimal face‐ to‐face time Multi‐ pliers High relevance

  • f subject

theory Teachers with

  • ther subject

background

Specific Characteristics

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Presentation problem Coope‐ ration problem Theory transfer problem Communi‐ cation problem

Mutually enhancing Problems

The more relevant theory is, the more difficult it is with other subject background The more relevant theory is, the more difficult it is for multipliers particularly for those that have other subject backgrond themselves For multipliers it is difficult to identify with MOOC‐materials. Academic reflection needs discussion which is difficult to

  • rganise online.
  • Economics is particulary ‚theoretical‘ due to specific thresholds

(-> relevance of models)

  • Thus to be able to prepare economic phenomena in pertinent

and exemplary manner for the classroom, usually requires extensive academic studies – in the subject as well as in the subject specific didactics.

18

Davies/ Mangan 2005.

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Further education of teachers with other subject background

  • Communication Problem
  • the trainees have difficulties understanding the specific

disciplinary approach

  • the trainers do not have complete knowledge of the divers

disciplinary backgrounds of the trainees

  • the more theoretical the theory is, the more difficult it is to

train ‘lay people’

  • lack of common face-to-face time makes it worse
  • multipliers with other subject background increase frictions

Further education with high relevance of subject theory

  • Theory transfer problem
  • for trainees (‚foreign‘) theory seems to be far away from practice in

school

  • for trainers (own) theory seems fundamental for adeqate didactic

processing

  • the more theoretical the theory is, the wider the ‘distance’
  • (socio-scientific) theory requires reflection – particularly in view of

practice – which is hard to provide online for big group

  • multipliers have problems with theory themselves and no time too
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Blended learning with no/minimal face-to-face time

  • Presentation problem
  • trainees take educational consumer role

(incl. pertinent discontent)

  • trainers have to reduce contents to ‚prevailing opinion‘
  • the less face-to-face interaction, the more schematic the

contents

  • (socio-scientific) theory requires reflection …
  • mulitipliers hardly commit to content they are not

responsible for and that is not fully satisfactory

Multipliers

  • Cooperation problem
  • MOOC conception and drafting happens befory multipliers

get involved

  • MOOC development is partly blind in concerning of

multiplying practices

  • dilemma:
  • include them in the production though they are not qualified

(they need the MOOC themselves)

  • do not include them and risk their commitment
  • … and they do not have sufficient time to multiply
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Questions for Discussion

  • What is actually taught in economics classes if

the teacher is not able to switch to the economic perspective?

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Questions for Discussion

  • What is actually taught in economics classes if

the teacher is not willing to switch to the economic perspective (due to assumption that the school subject implies an affirmation of ‘capitalism’ …)?

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Questions for Discussion

  • What is the most efficient way to guide teachers

from other subjects to the necessary proficiency in (non-uncritical) economics?

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