[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599042-105":59,"doc-detail-599042-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","participatory-action-research-in-university-chemistry-teacher-training-research-report","Participatory Action Research in University Chemistry Teacher Training - Research Report","","Participatory Action Research (PAR) is applied to university-level chemistry teacher training by adapting the established Eilks and Ralle model from German secondary schools. The work addresses challenges encountered during adaptation and describes an advanced PAR design with an expanded development team beyond the original group, alongside a changed student role. The paper explains and discusses the ideas used to develop the model further and implement it in practice, focusing on course development.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/participatory-action-research-in-university-chemistry-teacher-training-research-report/599042/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/participatory-action-research-in-university-chemistry-teacher-training-research-report/599042.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the PAR model adapted in the paper?","Question",{"text":112,"@type":113},"The paper builds on the well-known Participatory Action Research model developed by Eilks and Ralle and adapts it from the school context to university chemistry teacher training.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What changes occur in the advanced model?",{"text":117,"@type":113},"The advanced model emphasizes an extended development team that includes people not originally part of the team, and the role of students is described as changing as well.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is diagnostic competence important for future chemistry teachers?",{"text":121,"@type":113},"Diagnostic competence supports dealing with heterogeneity, lesson design models, and individual support needs, and it guides lesson planning and the analysis and development of teachers’ own lessons.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599042,1792189314,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","doi: 10.26529/cepsj.269  \nParticipatory Action Research in University Chemistry Teacher Training  \nYannik Tolsdorf1 and Silvija Markić*2  \n• The Participatory Action Research (PAR) model developed by Eilks and Ralle is very well known in science education. Over the years, many teaching and learning materials have been developed and implemented in German secondary schools using this method. The success of the model encouraged us to adapt it to the university level in order to develop university chemistry education courses. However, to do this, we encountered and conquered some challenges. The present paper is based on an advanced model of Participatory Action Research for developing university chemistry teacher training. For an advanced model, the focus is strongly on the extended development team, which contains people who were not part of the original team. The role of the students also changes. The ideas we used to further develop the model and implement it in practice will be described and discussed below.  \nKeywords: model, participatory action research, university chemistry teacher education  \n1 Landesinstitut für Schule Bremen.  \n2 *Corresponding Author. Ludwigsburg University of Education, Germany; [markic@ph-ludwigsburg.de](markic@ph-ludwigsburg.de).  \n90 participatory action research in university chemistry teacher training  \nParticipativno akcijsko raziskovanje pri izobraževanju učiteljev kemije  \nYannik Tolsdorf in Silvija Markić  \n• Model participativnega akcijskega raziskovanja, ki sta ga razvila Eilks in Ralle, je zelo dobro poznan v naravoslovnem izobraževanju. Skozi leta je bilo v nemških srednjih šolah razvitih in implementiranih veliko materialov za poučevanje in učenje z uporabo te metode. Uspeh tega modelanas je spodbudil, da smo ga prilagodili univerzitetni ravni z namenom razvoja predmetov na področju kemijskega izobraževanja. Da smo tonaredili, smo se spoprijeli z nekaterimi izzivi in jih tudi uspešno rešili. Ta prispevek temelji na naprednem modelu participativnega akcijskegaraziskovanja, ki omogoča razvoj poučevanja učiteljev kemije. Za napredni model je značilen fokus na razširjeni razvojni skupini, v katero sovključeni ljudje, ki niso bili del prvotne skupine, ki je razvijala ta model. Tudi vloga študentov se je spremenila. Ideje, ki smo jih uporabili za razvoj modela in njegovo implantacijo v praksi, so opisane in obravnavanev prispevku.  \nKljučne besede: model, participativno akcijsko raziskovanje, univerzitetno izobraževanje učiteljev kemije  \nIntroduction  \nDiagnostic competence is one of the primary competences that future teachers, in general, and future chemistry teachers, in particular, should possess. This competence is needed whenever one deals with heterogeneity, models of lesson design, and issues of individual support (e.g., Heritage, Kim, Vendlinski, 􀀦 Herman, 2009; Herman, Osmundson, Dai, Ringstaff, 􀀦 Timms, 2015; Loughran, Berry, 􀀦 Mulhall, 2006; Shulman, 1987). In general, diagnostic competence is described as knowledge about students’ learning conditions, their social skills, and their evaluation of any other students’ activities in the classroom. In addition, it is essential for the appropriate diagnosis of students’ learning conditions, including any obstacles for successful learning (Tolsdorf 􀀦 Markic, 2016). Diagnostic results and observations help chemistry teachers in their lesson planning and, thereby, in the analysis and development of their own lessons (Klug, Bruder, Kelava, Spiel, 􀀦 Schmitz, 2013). Jäger (2006) described diagnostic competence as mainly based on the following knowledge domains: (i) Conditional Knowledge,(ii) Technological Knowledge, and (iii) Knowledge of Change. Conditional knowledge is knowledge about the background of one given person, any influences that affect personal experiences, and those that cause certain behaviours. In addition, this also includes the knowledge of such effects and their possible manifestations in a particular survey. The aspects ","cbCaimTu5AASKufA","https://ap.wps.com/l/cbCaimTu5AASKufA","pdf",575385,"English","# Introduction\n## Diagnostic competence in teacher education\n## Participatory Action Research for secondary schools by Eilks and Ralle\n## The PAR model by Eilks and Ralle (2002)\n## Development process and phases (planning, action, observation, reflection)","[{\"question\":\"What is the PAR model adapted in the paper?\",\"answer\":\"The paper builds on the well-known Participatory Action Research model developed by Eilks and Ralle and adapts it from the school context to university chemistry teacher training.\"},{\"question\":\"What changes occur in the advanced model?\",\"answer\":\"The advanced model emphasizes an extended development team that includes people not originally part of the team, and the role of students is described as changing as well.\"},{\"question\":\"Why is diagnostic competence important for future chemistry teachers?\",\"answer\":\"Diagnostic competence supports dealing with heterogeneity, lesson design models, and individual support needs, and it guides lesson planning and the analysis and development of teachers’ own lessons.\"}]","Participatory Action Research in University Chemistry Teacher Training - Research Report | PDF",1792088064]