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

课堂管理是指教师为确保课堂秩序和有效利用时间而采取的教学和组织行为和行动。Meta分析一再表明，有效的CM对学生的学习结果有积极的影响。在德国和瑞士，以及世界其他国家，都期望师范教育应为职前教师做好准备，以便他们在进入教师专业时能够满足CM的这种专业要求。然而，早期职业教师经常面临严峻的挑战：他们表示CM是他们的最高优先事项，他们不一定觉得准备充分。教师教育项目因其在CM准备方面的低效而受到批评。这个项目的总体目标是产生关于早期职业教师专业能力的新知识，以便有效地进行课堂管理。三个主要的研究问题集中在：(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时的中医进行概念化和测量？(2)在德国和瑞士的背景下，如何在教师从培训到教学的过渡过程中对教师的学习机会(OTL)进行概念化和测量？(3)在德国和瑞士的背景下，教师在培训结束和进入教师职业时的OTL与中医有什么关系？该项目的工作计划包括三个主要阶段：(1)在研究小组现有仪器的基础上，将开发一份新的测量仪器清单，以使中医药在知识和技能领域具有可操作性，并捕获在德国和瑞士有效的中医药特有的OTL。(2)第二个项目年首先对中医药和OTL(T1)进行调查，使用德国和瑞士具有区域代表性的样本，目标是任职前教师在有资格成为在职教师之前的最后一年培训。在T1，我们评估中医作为教师教育的结果，并对职前教师进行广泛的关于与中医有关的OTL的调查。在进入在职教学阶段，我们将每月从微观层面捕捉教师的CM-OTL。(3)一年后，对进入教师职业的参与者进行跟踪(T2)。我们将重新评估他们的中医，并调查他们的进入情况，包括中医特有的OTL。我们的研究旨在为德国和瑞士关于中医的共同理解的论述做出贡献：它将为教师能力的评估、教师能力从培训向教学过渡的转变以及不同教师教育背景下的学习机会如何影响教师能力提供新的见解。在此基础上，在从2025年开始的后续研究中，我们计划检查中医对教学质量和学生学习的预测有效性。

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.