Abstract
The integration of practice-related aspects in pre-service informatics teacher education is an essential part in future teachers’ qualifications. To further promote opportunities for teaching-practice into our teacher-preparation programs, we recently introduced a teaching-learning-laboratories (TLL) for informatics in Karlsruhe, Germany. This TLL not only offers pre-service informatics teachers students the opportunity to gain practical teaching experience, but we also promote competencies of secondary school pupils in workshops for school classes. In the laboratory, pre-service informatics teacher students can practice in micro-teaching learning scenarios both in seminars and in workshops with school classes. Based on this, we developed teaching-learning strategies as a combination of unplugged and plugged teaching-learning activities. In order to ensure the effectiveness of the workshops, they are also subject of an evaluation, examining the TLL from the perspective of the workshop concepts for pre-service informatics teacher students and the schools’ pupils. From these two perspectives we investigate different fields of interest with the common goal to establish an effective TLL. In this paper we describe our approach of the TLL, our first experiences with workshops we have already conducted as well as the framework and the concept for evaluation.
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In our state, a course of informatics is compulsory in grade 7.
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This work was supported by the Vector Foundation.
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Standl, B., Bentz, A., Ulbrich, M., Vielsack, A., Wagner, I. (2020). Design- and Evaluation-Concept for Teaching and Learning Laboratories in Informatics Teacher Education. In: Kori, K., Laanpere, M. (eds) Informatics in Schools. Engaging Learners in Computational Thinking. ISSEP 2020. Lecture Notes in Computer Science(), vol 12518. Springer, Cham. https://doi.org/10.1007/978-3-030-63212-0_11
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