Longitudinal survey of pedagogical competencies of first phase and second phase future teachers (LEK-R)

点击翻译按钮获取中文摘要

This proposal continues the research carried out by the study Längsschnittliche Erhebung pädagogischer Kompetenzen von Lehramtsstudierenden (LEK; DFG-Gz KO3947/3-1) [Longitudinal survey of pedagogical competencies of first phase future teachers (LEK)]. LEK has investigated the pedagogical knowledge of first phase future teachers with a longitudinal sample. Pedagogical knwoledge is regarded as a central cognitive component of professional competence of teachers.Now this follow-up project Längsschnittliche Erhebung pädagogischer Kompetenzen von Lehramtsstudierenden und Referendaren (LEK-R) [Longitudinal survey of pedagogical competencies of first phase and second phase future teachers (LEK-R)] aims to continue the longitudinal measurement of future teachers' competence in order to analyse the development and validity of future teachers' pedagogical knowledge at the transition from first phase to second phase of their teacher education.The TEDS-M test instrument measuring pedagogical knowledge and a recently developed video-vignetten test instrument measuring classroom management expertise are used to test future teachers at the beginning of their second phase. Moreover, one of their lessons will be analysed with regards to teaching quality (via videorecording and a student survey). The sample will be around n = 60 and will consist of probands who have already participated in LEK so that test data from their first phase of teacher education will be available allowing additional research on the effectiveness of first and second phase teacher education.The central research questions are as follows:(1) How does future teachers' pedagogical knowledge and classroom management expertise correlate?(2) How is future teachers' pedagogical knowledge and classroom management expertise correlated with central aspects of teaching quality when their lessons are analysed?(3) How does pedagogical knowledge acquired during first phase of teacher education effect classroom management expertise and teaching quality when measured at the beginning of second phase teacher education?Generally, we assume that future teachers' pedagogical knowledge does influence classroom management expertise and that both their pedagogical knowledge and their classroom management expertise are associated with the quality of their teaching. Although against the background of well-known models of teaching research such assumptions are very plausbile, there is a lack of relevant empirical studies. Thus the study proposed here aims to remedy this. With a future follow-up, a second occasion of measurement at the end of second phase teacher education will be planned to inform then about the development of competencies during the second phase.