About the project
About the project
At the centre of the project is one question:
Why is it so rare for these concepts to be sustainably anchored in educational practice despite sound research and effective concepts?
This is precisely where QiS-Transfer comes in - not with another new teaching concept, but with the systematic research and design of transfer and implementation processes using the example of inclusive physical education. The aim of the project is to develop, test and scientifically substantiate an evidence-based transfer strategy with which an already effective transfer object can be sustainably disseminated.
The transfer object
The transfer object is competence profile-based videographic case work to promote situation-specific skills for inclusive physical education. This method was developed and empirically tested in the predecessor project QiS. It is based on: normative requirements of inclusive teaching (recognition, participation, individual support), empirically reconstructed challenging situations from real physical education lessons, corresponding competence profiles, as well as systematically prepared video vignettes and case work procedures. The effectiveness of this teaching-learning method has already been proven in several studies with medium to high effect sizes.
This is precisely where QiS-Transfer comes in and asks:
How can this effective concept be sustainably transferred to different educational contexts?
Three contexts are being analysed:
- University teacher training
- Teacher training
- All-day school development
Transfer contexts
The project does not follow a linear transfer logic, but rather a relational theory approach: transfer is understood as a co-constructive relationship space between science, practice and educational administration. New structures are created for this purpose: Transfer alliances in which actors from science, schools, further education and administration work together, a transfer and transformation hub (TT hub), as well as a governance and implementation research hub (GI hub). Methodologically, the project is based on: Design-Based Research with two iterative development and testing loops, a mixed-methods design that systematically combines qualitative and quantitative approaches. This not only asks whether a transfer is successful, but also under what conditions, with what adaptations and with what effects at different levels.
Together: design-based research in two cycles, close co-operation with schools, education authorities and professional associations - for a scientifically sound, immediately applicable qualification for PE teachers and all-day specialists.
What is actually meant by inclusive physical education?
Against the background of the many different approaches, the first challenge was to clarify what we actually mean when we talk about inclusive physical education. This question was at the centre of two expert workshops. The result was an agreement on the three central requirements of recognition, participation and individualised support.
How do PE teachers encounter these demands in practice?
In the next step, we faced the question of how and in which situations PE teachers are confronted with these demands. To this end, 104 PE lessons were filmed in 14 classes at six schools (three primary schools, three district schools). The lessons were systematically analysed and nine typical challenging situations were identified in which the teachers were confronted with the three demands.
How can PE teachers cope with challenging situations in inclusive PE lessons?
A systematic evaluation of all cases of these typical challenging situations showed how teachers acted in these situations, how they perceived the situations professionally and what knowledge they drew on.
On this basis, all situations were subjected to a normative-reflective evaluation by a team of experts and, on this basis, competence profiles were developed for each typical challenge situation. The competence profiles differentiate between sub-requirements and recommend different options for action, which must be selected according to the situation.
For teaching, associated situation-specific skills (professional perception, interpretation and decision-making) as well as attitudes, convictions and knowledge were also developed.
How can prospective PE teachers be prepared to deal with typical challenging situations?
The three requirements of inclusive physical education, the typical challenging situations and the competence profiles provide important orientation for (prospective) physical education teachers. However, as teaching situations are complex and always differ to a greater or lesser extent, teachers' actions must also adapt to the specifics of the situation. (Prospective) PE teachers must therefore learn to perceive and interpret situations in inclusive PE lessons professionally, drawing on relevant knowledge, and to make appropriate decisions on how to act.
For this purpose, the instrument of video case work was used. By analysing external cases, the (prospective) PE teachers should examine their convictions and motivational orientations, expand their knowledge base and improve their perception, interpretation and decision-making skills.
Building on this, the (prospective) PE teachers should consider the requirements of inclusive PE lessons when planning teaching experiments as part of school placements, document relevant situations and analyse them on a case-by-case basis.
Working on external cases proved to be particularly effective. The consideration of the planning and evaluation of teaching experiments in the school internship brought further growth in some cases or at least had a stabilising effect.