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。分析能力一词指的是从学习效果的角度分析自己和他人的经验教训的能力。在这些调查的背景下，设计了一种测量工具，并在更大的研究参与者样本(N=800)上进行了测试。项目规模与Rasch模型基本一致。此外，通过验证性因素分析生成的拟合值表明，分析能力由基础知识的内容相关和形式质量决定，因此可以理解为一个二维结构。在这些成果的基础上，这一续建项目有两个主要目标。(1)除了验证性因素分析外，还将进行两个验证性试验，以获得关于该结构的有效性的进一步证据。其中一项试验将通过量化的四组设计实现，而另一项试验将通过对专家和新手进行的访谈的定性内容分析来实现。(2)第二个问题针对教师培训中分析能力的发展，将通过对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。这项研究的实施是为了提供关于第一项研究(通过对受训教师与学生进行横断面设计)中观察到的高表现是否可以归因于受训教师的发展的信息。此外，还将讨论个人发展是否也存在超出平均趋势的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.