TY - JOUR
T1 - Befunde zur Förderung kommunikativer Kompetenz aus dem medizinischen Kontext
T2 - Welche Perspektiven ergeben sich daraus für die Ausbildung von Lehrpersonen im Hinblick auf das Führen von Elterngesprächen?
AU - Gartmeier, Martin
AU - Schick, Kristina
AU - Berberat, Pascal O.
AU - Hertel, Silke
N1 - Publisher Copyright:
© 2022 Ernst Reinhardt Verlag. All rights reserved.
PY - 2022
Y1 - 2022
N2 - Summary: Despite professional communication with and counselling of parents is an important task of teachers, research on teacher education has so far generated only limited evidence on how respective competencies of teachers can be effectively fostered in teacher education. Conversations between physicians and patients are comparable to parent-teacher conversations regarding several key aspects; on top of that, rich empirical research on communication training exists in the field of medical education. Hence, in the present contribution, we summarize evidence from medical education and comparatively apply it to the current state of research in teacher education. In that, we focus upon three questions: When should respective didactic programmes be implemented and how long should they be? Which didactic methods should be used? And to which extent can training effects assumed to be sustainable? From a summary and discussion of the results, we draw didactic and research-related conclusions.
AB - Summary: Despite professional communication with and counselling of parents is an important task of teachers, research on teacher education has so far generated only limited evidence on how respective competencies of teachers can be effectively fostered in teacher education. Conversations between physicians and patients are comparable to parent-teacher conversations regarding several key aspects; on top of that, rich empirical research on communication training exists in the field of medical education. Hence, in the present contribution, we summarize evidence from medical education and comparatively apply it to the current state of research in teacher education. In that, we focus upon three questions: When should respective didactic programmes be implemented and how long should they be? Which didactic methods should be used? And to which extent can training effects assumed to be sustainable? From a summary and discussion of the results, we draw didactic and research-related conclusions.
KW - Parent-teacher conversations
KW - communication competence
KW - counseling competence
KW - counseling of parents
UR - http://www.scopus.com/inward/record.url?scp=85182409112&partnerID=8YFLogxK
U2 - 10.2378/peu2022.art06d
DO - 10.2378/peu2022.art06d
M3 - Artikel
AN - SCOPUS:85182409112
SN - 0342-183X
VL - 69
SP - 122
EP - 137
JO - Psychologie in Erziehung und Unterricht
JF - Psychologie in Erziehung und Unterricht
IS - 2
ER -