Teacher Professional Competence for Effective Classroom Management (TCM) – Analyzing its Link to Opportunities to Learn during Transition from Training into Teaching in Regional Contexts of Germany and Switzerland

有效课堂管理 (TCM) 的教师专业能力 â 分析德国和瑞士地区从培训到教学过渡期间其与学习机会的联系

• 批准号: 491903328
• 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
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/491903328?language=en
• 关键词: Teacher; Professional; Competence; Effective; Classroom

Classroom management (CM) refers to instructional and organisational teacher behavior and action to ensure order and effective time use during lessons. Meta-analyses have repeatedly shown effective CM has positive effects on student learning outcomes. In Germany and Switzerland as well as in other countries worldwide, expectations exist that teacher education should prepare pre-service teachers so that they can cope with such professional demands of CM when entering the teaching profession. However, early career teachers are often challenged heavily: They indicate CM is their highest priority and they do not necessarily feel well prepared. Teacher education programs have been criticized for its low effectiveness in CM preparation. The overarching objective of this project is to generate new knowledge about early career teacher professional competence for effective classroom management (TCM). Three major research questions are focused on: (1) How can TCM of teachers at the end of their training and at their entry into teaching be conceptualized and measured across the contexts of Germany and Switzerland? (2) How can teachers’ opportunities to learn (OTL) with regard to CM be conceptualized and measured during their transition from training into teaching across the contexts of Germany and Switzerland? (3) How are OTL related to TCM of teachers at the end of training and at their entry into the teaching profession in the contexts of Germany and Switzerland? The project’s working scheme consists of three major phases: (1) On the basis of existing instruments of the research group, a new inventory of measurement instruments will be developed to operationalize TCM in the area of knowledge and skills as well as to capture CM-specific OTL that are valid across Germany and Switzerland. (2) The second project year starts with a survey of TCM and OTL (t1) using regionally representative samples in Germany and Switzerland targeting pre-service teachers in their final year of training before they are eligible to become in-service teachers. At t1, we assess TCM as teacher education outcome and the pre-service teachers are extensively surveyed on their OTL related to CM. When entering in-service teaching, we will monthly capture teachers’ CM-OTL on a micro-level. (3) One year after, participants who have entered the teaching profession are followed up (t2). We will assess their TCM again and survey their entry situation including CM-specific OTL. Our study aims at contributing to the discourse on a shared understanding of TCM in Germany and Switzerland: It will provide novel insights into the assessment of teacher competence, its transformation at the transition from training into teaching, and how it is affected by learning opportunities in different teacher education contexts. Building on this, in a succeeding study starting from 2025 onwards, we plan to examine predictive validity of TCM for instructional quality and student learning.

课堂管理（CM）是指教师为确保课堂秩序和有效利用时间而采取的指导性和组织性行为和行动。荟萃分析一再表明，有效的CM对学生的学习成果有积极的影响。在德国和瑞士以及世界其他国家，人们期望教师教育应该为职前教师做好准备，以便他们在进入教师职业时能够科普CM的专业要求。然而，早期职业教师往往面临着严峻的挑战：他们表示CM是他们的最高优先级，他们不一定觉得准备充分。教师教育计划一直受到批评，因为它在CM准备的低效率。该项目的总体目标是产生有关早期职业教师专业能力的新知识，以实现有效的课堂管理（TCM）。主要研究问题有三：（1）如何在德国和瑞士的背景下，对教师在培训结束和进入教学阶段的中医进行概念化和测量？(2)在德国和瑞士的背景下，教师从培训过渡到教学期间，如何概念化和衡量教师在CM方面的学习机会？(3)在德国和瑞士的背景下，在培训结束时和进入教师职业时，OTL与教师的TCM有什么关系？该项目的工作计划包括三个主要阶段：（1）在研究小组现有工具的基础上，将开发一个新的测量工具清单，以在知识和技能领域实施TCM，并捕获在德国和瑞士有效的CM特定OTL。(2)第二个项目年开始时，在德国和瑞士使用具有区域代表性的样本，对有资格成为在职教师之前接受最后一年培训的职前教师进行TCM和OTL（t1）调查。在t1，我们评估中医作为教师教育的成果和职前教师的广泛调查，他们的OTL与CM。在进入在职教学时，我们将在微观层面上每月捕捉教师的CM-OTL。(3)一年后，对进入教师职业的参与者进行跟踪调查（t2）。我们将再次评估他们的中医药，并调查他们的入境情况，包括中医药特定的OTL。我们的研究旨在为德国和瑞士对中医药的共同理解的话语做出贡献：它将为教师能力的评估提供新的见解，从培训到教学的转变，以及如何在不同的教师教育背景下受到学习机会的影响。在此基础上，从2025年开始的后续研究中，我们计划检查中医药对教学质量和学生学习的预测有效性。