Premises of Innovation Transfer in Linguistically Responsive Teaching. Including an Empirically-Based Plea for Video-Based Training of Situation-Specific Skills in Teacher Education.

Zur Relevanz situationsspezifischer Fähigkeiten und zum Stand ihrer Ausbildung bei Lehrkräften aller Fächer in der Domäne DaZ

Abstract

The present article deals with the question if and how we can enable subject teachers to teach linguistically responsibly. Therefore, premises and determining factors for innovation transfer in linguistically responsive teaching are first identified, while focussing especially on the crucial role of so-called situation-specific skills (Blömeke et al. 2015). Subsequently, results from an empirical study with n=151 pre- and in-service teachers serve as hints as to whether the current conditions and learning-opportunities are suited for the premises related to transfer in the domain. Data was collected performance-orientedly using a video-based test instrument that also included a questionnaire on learning opportunities in linguistically responsive teaching. The correlations between the results in the situation-specific skills and the learning-opportunities show that the skills in question are not sufficient throughout the sample. However, results also carefully suggest that learning opportunities may overall support the development of situation-specific skills in the domain of teaching linguistically responsibly. As a consequence, the use of videos as an opportunity for a transfer-oriented teacher education that specifically aims at training situation-specific skills is discussed.