Analytical Competence of Teachers - Diagnosis and Development (Continuation Project)

本研究是在前人对教师和实习教师分析能力研究的基础上进行的。分析能力是指从学习效果的角度分析自己和别人的经验教训的能力。在这些调查的背景下，设计了一个测量工具，并在更大样本的研究参与者（N = 800）进行了测试。项目规模被证明是均匀的Rasch模型。此外，已通过验证性因素分析产生的拟合值表明，分析能力是由内容相关的和正式的质量的基础知识，因此可以理解为一个二维的结构。在这些成果的基础上，这一延续项目有两个主要目标。(1)除了验证性因素分析外，还将进行两项验证试验，以获得结构有效性的进一步证据。其中一项试验将通过定量导向的四组设计来实现，而另一项试验将通过与专家和新手进行访谈的定性内容分析来实现。(2)第二个问题是针对教师培训中分析能力的发展，这将通过三个时间点的纵向研究来确定，并通过潜在增长曲线模型来说明。本研究的实施是提供信息，是否观察到的高性能在第一次研究（建立了一个横截面设计的教师培训生相比，学生）可以归因于教师培训的发展。此外，还将讨论在平均趋势之外的个别发展中是否也存在差异以及哪些参数可能产生影响的问题。

This research project is based on previous studies on the analytical competence of teachers and trainee teachers. The term analytical competence refers to the ability to analyse ones own as well as someone elses lessons in terms of learning effectiveness. In the context of these investigations, a measuring tool was designed and tested on a larger sample of study participants (N = 800). The item scale proved to be homogeneous to the Rasch model. Moreover, the fit-values, which have been generated by means of confirmatory factor analyses, showed that analytical competence is determined by the content-related and formal quality of the underlying knowledge and can be thus understood as a two-dimensional construct. Building up on these results, this continuation project has two main objectives. (1) In addition to the confirmatory factor analyses, two validation trials will be conducted in order to gain further evidence of the validity of the construct. One of these trials will be realised by a quantitatively oriented four-groups-design, whereas the other trial will be realised by a qualitative content analysis of interviews conducted with experts and novices. (2) The second question aims at the development of analytical competence in teacher traineeship, which will be determined by means of a longitudinal study of three time points and illustrated via Latent-Growth-Curve-models. The implementation of this study is to provide information about whether the observed high performance in the first study (established by a cross-sectional design of teacher trainees in comparison to students) can be attributed to the development in teacher traineeship. Further more, the question, whether there are also differences in the individual developments beyond the average trend and which parameters could have an impact, will be addressed.