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

第一阶段和第二阶段未来教师教学能力纵向调查（LEK-R）

基本信息

批准号：
157969617
负责人：
Professor Dr. Johannes König
金额：
--
依托单位：
Lehr- und Forschungsbereich Erziehungswissenschaft im Kontext von Medien und Digitalisierung
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2009
资助国家：
德国
起止时间：
2008-12-31 至 2015-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/157969617?language=en
关键词：
Longitudinal survey pedagogical competencies first

项目摘要

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.

这项建议延续了L研究[第一阶段未来教师教学能力纵向调查(LEK；DFG-Gz KO3947/3-1)]所开展的研究。Lek对第一阶段未来教师的教学知识进行了纵向抽样调查。教学知识被认为是教师专业能力的核心认知成分。本研究旨在继续对未来教师的教学能力进行纵向测量，以分析未来教师在教师教育第一阶段向第二阶段过渡阶段的教学知识的发展和效度。本研究采用教师教育专业知识纵向调查(LEK-R)对未来教师进行测试。此外，还将分析他们的一节课的教学质量(通过录像和学生调查)。样本将在60人左右，将由已经参加过LEK的先驱组成，这样就可以获得他们第一阶段教师教育的测试数据，从而可以对第一阶段和第二阶段教师教育的有效性进行进一步的研究。主要研究问题如下：(1)未来教师的教学知识和课堂管理专业知识是如何相互关联的？(2)当分析他们的课程时，未来教师的教学知识和课堂管理专业知识如何与教学质量的主要方面相关？(3)在教师教育第一阶段获得的教学知识如何影响课堂管理专业知识和教学质量？通常，我们假设未来教师的教学知识确实会影响课堂管理专业知识，他们的教学知识和课堂管理专业知识都与他们的教学质量有关。尽管在著名的教学研究模式的背景下，这些假设是非常站不住脚的，但缺乏相关的实证研究。因此，这里提出的研究旨在纠正这一点。在今后的后续行动中，将计划在第二阶段教师教育结束时进行第二次衡量，以了解第二阶段教师能力的发展情况。