ABSTRACT

This paper reports the results from a second-order action research process, accompanying a continuing professional development (CPD), the Pedagogy and Subject Didactics Programme (PFL). PFL is a 2-year-postgraduate university course that focuses primarily on subject didactics, action research methods and peer group learning. This study accompanied PFL 2015–2017 with 20 graduates. The main objectives of the evaluation were to verify and maintain a good quality of the input and the possibility to bring this input into the daily work of teachers. Through the formative process orientation, we as program administrators were enabled to integrate many insights directly into the further development of the course. The described process shows how and to what extent PFL could be positively shaped by feedback from teachers and our reflection on it. In this way we were able to meet the needs of the participants without losing sight of PFL’s goal. Targeted interventions enabled us to achieve most of the two main objectives of the study.

摘要

本文报告了二级行动研究过程的结果，伴随着持续专业发展 (CPD)、教育学和学科教学计划(PFL)。PFL 是一门为期 2 年的研究生大学课程，主要侧重于学科教学法、行动研究方法和同伴小组学习。这项研究伴随着 PFL 2015-2017 的 20 名毕业生。评估的主要目标是验证和保持输入的良好质量以及将这种输入带入教师日常工作的可能性。通过形成过程导向，我们作为项目管理员能够将许多见解直接整合到课程的进一步发展中。所描述的过程显示了 PFL 如何以及在多大程度上可以通过教师的反馈和我们对它的反思来积极塑造。通过这种方式，我们能够在不忽视 PFL 目标的情况下满足参与者的需求。有针对性的干预措施使我们能够实现研究的两个主要目标中的大部分。