Ceco places multidimensional educational goals at the center of attention. How do teachers translate them into practice in the classroom? Based on PISA data, the project contrasts the perspectives of teachers and students and thus provides relevant information on how multidimensional educational goals can be conveyed in the classroom.
Overview
Duration: 2020 – 2023 Funding: BMBF & KMK Subsidy: 1 039 405 Euro Principal Investigators at TUM: Prof. Anja Schiepe-Tiska, Prof. Kristina Reiss, Prof. Doris Holzberger, Prof. Doris Lewalter
Bild: Pexels/Pavel Danilyuk
Creating a positive attitude towards school, subject and learning in students is as much a goal of school education as it is to provide them with knowledge and cognitive skills. However, in everyday school life, taking these so-called multidimensional educational goals into account is a challenge. The change to competence-oriented teaching plans can help here, as they place such multidimensional educational goals more in the centre.
The Ceco project addresses the questions: To what extent do multidimensional educational goals play a role for teachers when planning lessons? And what impact do they have on competence-oriented teaching in mathematics and other MINT subjects? Based on data from the PISA 2022 survey, we contrast the teacher's intended instruction with the students' perceptions.
By analysing classroom characteristics, classroom experience and classroom success, Ceco thus reveals ways in which teachers can most successfully convey multidimensional educational goals in the classroom.
