Development and impact of teachers’ professional competence – a longitudinal study over 10 years based on the COACTIV-R-project

教师的专业能力被认为是专业成功的关键决定因素之一。因此，关键问题是专业能力的认知和动机-情感方面是如何长期发展的，以及这些方面可能如何持续影响教师的专业成功。以往的研究往往比较具有或多或少横断面研究经验的教师，或者在很短的时间间隔内对未来的教师进行检查。然而，缺乏系统地考察教师专业能力各方面在较长时期内发展的纵向研究。这是计划中的研究项目的起点，在该项目中，将重新检查COACTIV-R研究的参与者。作为COACTIV-R研究的一部分，800多名应聘教师在入职阶段(德国推荐人)就专业能力的关键方面以及入职阶段的人格特征和学习机会的特征进行了审查。在计划中的项目中，我们将首先描述10年时间间隔内专业能力的发展轨迹，并确定积极发展的资源以及不利发展的风险因素。其次，我们将研究专业能力的各个方面(在大学教师教育期间和入职阶段获得的)如何可持续地预测教师未来的专业成功。我们将基于多学科的方法，使用各种衡量专业成功的指标，例如教学质量、教师的幸福感、他们的教育承诺(例如，学习机会的利用)和教师专业合作的质量。同时，我们将结合多种方法对教师专业成功的指标进行评估。在几项研究中，学生对教学质量的看法以及教师的主观观点将通过几天的行为清单和日记研究(衡量教师的职业幸福感)等程序进行补充。因此，该项目产生了关于教师教育为职业生活做好准备的知识，以及在教师教育期间获得的专业能力如何有助于继续专业发展和预测教师未来的职业成功。

Professional competence of teachers is considered as one of the key determinants of professional success. Hence, key questions are how the cognitive and motivational-affective aspects of professional competence develop in the long term and how sustainable these aspects may impact the teachers’ professional success. Previous studies often compared teachers with more or less experience in cross-sectional studies or examined prospective teachers over short time intervals. However, there has been a lack of longitudinal studies that systematically investigate the development of the aspects of teachers’ professional competence over longer periods of time. This is the starting point of the planned research project, in which the participants of the COACTIV-R study will be re-examined. As part of the COACTIV-R study over 800 teacher candidates were examined during their induction phase (German Referendariat) with regard to key aspects of professional competence as well as personality traits and characteristics of the learning opportunities of the induction phase. In the planned project we will firstly describe the developmental trajectories of professional competence over the 10-year time interval and identify resources for a positive development as well as risk factors for an unfavorable development. Secondly, we will examine how sustainably the aspects of professional competence (acquired during teacher education at university and during the induction phase) predict the later professional success of the teachers. Based on a multicriterial approach we will use various indicators of professional success, such as the instructional quality, teachers’ well-being, their educational commitment (for example, the use of learning opportunities) and the quality of teachers’ professional cooperation. At the same time, we will combine multiple methods to assess the indicators of teachers’ professional success. In several studies, the students’ perspective on instructional quality as well as the subjective view of the teachers will be supplemented by procedures such as behavioral checklists and a diary study (to measure teachers professional well-being) over several days. The project thus generates knowledge of how well teacher education prepares for working life and how the professional competence acquired during teacher education contributes to continuing professional development and predicting the future professional success of teachers.