Skip to main content
Search
Search
    Quick Search anywhere
    Quick search in Citations
Advanced Search
Skip main navigationClose Drawer MenuOpen Drawer Menu
Previous article
Next article
Originalia

What Skills and Abilities Are Essential for Counseling on Learning Difficulties and Learning Strategies?

Modeling Teachers’ Counseling Competence in Parent-Teacher Talks Measured by Means of a Scenario Test

Published Online:April 10, 2015https://doi.org/10.1026/0049-8637/a000127

Abstract

Counseling parents in supporting their children’s learning processes is increasingly emphasized in research on parental involvement and teacher professionalization as a central task of teachers. However, to date there have been few approaches of developing theoretical or psychometric models that describe the internal structure of teachers’ counseling competence in terms of specific skills and abilities as well as of explaining inter-individual differences. The purpose of the current study was to establish a model of teachers’ counseling competence in parent–teacher talks concerning students’ learning difficulties and learning strategies. In all, 357 teachers participated in the study, which was conducted by means of a scenario test. Structural equation modeling revealed the appropriateness of a second-order, four-dimensional model. Results provide numerous implications for teacher education and future research on teacher professionalization.


Welche Fähigkeiten sind entscheidend bei der Lernberatung? Modellierung der mithilfe eines Szenario-Tests gemessenen Beratungskompetenz von Lehrkräften in Elterngesprächen

Die Beratung von Eltern in Bezug auf die Unterstützung ihrer Kinder beim Lernen wird in der aktuellen Parental-Involvement- und Lehrerprofessionalisierungsforschung immer deutlicher als eine Kernaufgabe von Lehrkräften betont. Bislang existieren jedoch nur wenige Ansätze zur Entwicklung theoretischer oder psychometrischer Modelle, die die interne Struktur der Beratungskompetenz von Lehrkräften hinsichtlich konkreter Fähigkeiten und Fertigkeiten beschreiben oder zur Erklärung inter-individueller Unterschiede herangezogen werden können. Das Ziel der vorliegenden Studie bestand in der Entwicklung eines Modells der Beratungskompetenz von Lehrkräften in Bezug auf Lernschwierigkeiten und Lernstrategien. 357 Lehrkräfte nahmen an der Studie teil, welche unter Anwendung eines Szenario-Tests durchgeführt wurde. Mittels Strukturgleichungsanalysen konnte ein vierdimensionales Modell zweiter Ordnung bestätigt werden. Die Ergebnisse der Studie liefern zahlreiche Implikationen für die Aus- und Weiterbildung von Lehrkräften sowie die Lehrerprofessionalisierungsforschung.

References

  • Admiraal, W., Hoeksma, M., Van de Kamp, M.-T., & Van Duin, G. (2011). Assessment of teacher competence using video portfolios. Reliability, construct validity, and consequential validity. Teaching and Teacher Education, 27, 1019 – 1028. First citation in articleCrossref, Google Scholar

  • Baumann, T., Schneider, C., Vollmar, M., & Wolters, M. (2012). Schulen auf einen Blick [Schools at a glance]. Wiesbaden, Germany: German Federal Statistical Office. First citation in articleGoogle Scholar

  • Baumert, J., & Kunter, M. (2006). Stichwort: Professionelle Kompetenz von Lehrkräften. [Keyword: Teachers’ professional competence.] Zeitschrift für Erziehungswissenschaft, 9, 469 – 520. First citation in articleCrossref, Google Scholar

  • Bruder, S. (2011). Lernberatung in der Schule: Ein zentraler Bereich professionellen Lehrerhandelns [Counseling in terms of learning strategies in school: A central aspect of teachers’ professional action] (Unpublished doctoral dissertation). Technische Universität Darmstadt, Germany. First citation in articleGoogle Scholar

  • Cox, D. D. (2005). Evidence-based interventions using home-school collaboration. School Psychology Quarterly, 20, 473 – 497. First citation in articleCrossref, Google Scholar

  • Crouch, A. (1992). The competent counsellor. Self and Society, 20, 22 – 25. First citation in articleCrossref, Google Scholar

  • Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57, 300 – 314. First citation in articleCrossref, Google Scholar

  • Döbrich, P., Klemm, K., Knauss, G., & Lange, H. (2003). Attracting, developing and retaining effective teachers: Supplement to the country background report for the Federal Republic of Germany. Report prepared for the Standing Conference of the Ministers of Education and Cultural Affairs in the Federal Republic of Germany (KMK) as an input to the OECD Activity Attracting, developing and retaining effective teachers. Retrieved from www.oecd.org/edu/teacherpolicy. First citation in articleGoogle Scholar

  • Egan, G. (2002). The skilled helper. Pacific Grove, CA: Brooks & Cole. First citation in articleGoogle Scholar

  • Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13, 1 – 22. First citation in articleCrossref, Google Scholar

  • Guli, L. A. (2005). Evidence-based parent consultation with school-related outcomes. School Psychology Quarterly, 20, 455 – 472. First citation in articleCrossref, Google Scholar

  • Hackney, H., & Cormier, L. S. (1998). Beratungsstrategien, Beratungsziele [Counseling strategies, counseling aims]. Munich, Germany: Reinhardt. First citation in articleGoogle Scholar

  • Hedlund, J., Witt, J. M., Nebel, K. L., Ashford, S. J., & Sternberg, R. (2006). Assessing practical intelligence in business school admissions: A supplement to the graduate management admission test. Learning and Individual Differences, 16, 101 – 127. First citation in articleCrossref, Google Scholar

  • Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory. First citation in articleGoogle Scholar

  • Heppner, P. P. (1978). A review of the problem-solving literature and its relationship to the counseling process. Journal of Counseling Psychology, 25, 366 – 375. First citation in articleCrossref, Google Scholar

  • Hertel, S. (2009). Beratungskompetenz von Lehrern: Kompetenzdiagnostik, Kompetenzförderung, Kompetenzmodellierung [Teachers’ counseling competence: Diagnostic, advancement, modeling]. Münster, Germany: Waxmann. First citation in articleGoogle Scholar

  • Hertel, S., Bruder, S., Jude, N., & Steinert, B. (2013). Elternberatung an Schulen im Sekundarbereich: Schulische Rahmenbedingungen, Beratungsangebote der Lehrkräfte und Nutzung von Beratung durch die Eltern [Counseling parents in secondary schools: Academic framework requirements, offer for counseling talks by teachers, and utilisation of counseling by parents]. Zeitschrift für Pädagogik, 59, 40 – 62. First citation in articleGoogle Scholar

  • Hohenshil, T. H. (1996). Editorial: Role of Assessment and Diagnosis in Counseling. Journal of Counseling & Development, 75, 64 – 67. First citation in articleCrossref, Google Scholar

  • Honal, W. H., & Schlegel, H. (2002). Axiome der Schulberatung–Wissenschaftliche Vorgaben für die Beratung in der Schule [Axioms of school counseling–Scientific guidelines for counseling in school]. In W. H. HonalEd., Handbuch der Schulberatung [Handbook of school counseling] (pp. 1 – 4). Landsberg, Germany: mvg. First citation in articleGoogle Scholar

  • Hoover-Dempsey, K. V., Walker, J. M. T., Jones, K. P., & Reed, R. P. (2002). Teachers involving parents (TIP): Results of an in-service teacher education program for enhancing parental involvement. Teaching and Teacher Education, 18, 843 – 867. First citation in articleCrossref, Google Scholar

  • Hu, L.-T., & Bentler, P. M. (1999). Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1 – 55. First citation in articleCrossref, Google Scholar

  • Idol, L., Nevin, A., & Paolucci-Whitcomb, P. (1994). Collaborative consultation. Austin, TX: PRO-ED. First citation in articleGoogle Scholar

  • Jöreskog, K., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Chicago, IL: Scientific Software International. First citation in articleGoogle Scholar

  • Keys, S. G., Bemak, F., Carpenter, S. L., & King-Sears, M. E. (1998). Collaborative consultant. A new role for counselors serving at-risk youths. Journal of Counseling & Development, 76, 123 – 133. First citation in articleCrossref, Google Scholar

  • Koeppen, K., Hartig, J., Klieme, E., & Leutner, D. (2008). Current issues in competence modeling and assessment. Journal of Psychology, 216, 61 – 73. First citation in articleAbstract, Google Scholar

  • Kohl, G. O., Lengua, L. J., & McMahon, R. J. (2000). Parent involvement in school: Conceptualizing multiple dimensions and their relations with family and demographic risk factors. Journal of School Psychology, 38, 501 – 523. First citation in articleCrossref, Google Scholar

  • Lee, C. C. (2001). Culturally responsive school counselors and programs: Addressing the needs of all students. Professional School Counseling, 4, 257 – 261. First citation in articleGoogle Scholar

  • McGraw, K. O., & Wong, S. P. (1996). Forming inferences about some intraclass correlation coefficients. Psychological Methods, 1, 30 – 46. First citation in articleCrossref, Google Scholar

  • McLeod, J. (2003). An introduction to counseling. Buckingham, UK: Open University Press. First citation in articleGoogle Scholar

  • Muthén, L. K., & Muthén, B. O. (2012). Mplus user’s guide. Los Angeles, CA: Muthén & Muthén. First citation in articleGoogle Scholar

  • National Commission on Teaching and America’s Future. (1997). Doing what matters most: Investing in quality teaching. Report of the National Commissionon Teaching & America’s Future. Woodbridge, VA: National Commission on Teaching and America’s Future. First citation in articleGoogle Scholar

  • Nestmann, F. (2007). Ressourcenorientierte Beratung [Resource-oriented counseling]. In F. NestmannF. EngelU. SickendiekEds., Das Handbuch der Beratung [Handbook of counseling] (pp. 725 – 736). Tübingen, Germany: dgvt. First citation in articleGoogle Scholar

  • Pomerantz, E. M., Moorman, E. A., & Litwack, S. D. (2007). The how, whom, and why of parents’ involvement in children’s academic lives: More is not always better. Review of Educational Research, 77, 373 – 410. First citation in articleCrossref, Google Scholar

  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Test of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8, 23 – 74. First citation in articleGoogle Scholar

  • Sheridan, S. M., Kratochwill, T. R., & Bergan, J. R. (1996). Conjoint behavioral consultation: A procedural manual. New York, NY: Plenum Press. First citation in articleCrossref, Google Scholar

  • Standing Conference of the Ministers of Education and Cultural Affairs of the States in the Federal Republic of Germany. (2004). Standards für die Lehrerbildung: Bildungswissenschaften. Beschluss der Kultusministerkonferenz vom 16. 12. 2004 [Standards for teacher education. Educational sciences. Resolution of 16. 12. 2004]. Retrieved from http://www.kmk.org/fileadmin/veroeffentlichungen_ beschluesse/2004/2004_12_16-Standards-Lehrerbildung.pdf First citation in articleGoogle Scholar

  • Strasser, J., & Gruber, H. (2003). Kompetenzerwerb in der Beratung. Eine kritische Analyse des Forschungsgegenstands [Competence acquisition in counseling. A critical review of research literature]. Psychologie in Erziehung und Unterricht, 50, 381 – 399. First citation in articleGoogle Scholar

  • Thiel, H.-U. (2003). Phasen des Beratungsprozesses [Stages of the counseling process]. In C. KrauseB. FittkauR. FuhrH.-U. ThielEds., Pädagogische Beratung [Educational counseling] (pp. 73 – 84). Paderborn, Germany: Schöningh. First citation in articleGoogle Scholar

  • Waehler, C. A., & Lenox, R. A. (2011). A concurrent (versus stage) model for conceptualizing and representing the counseling process. Journal of Counseling and Development, 73, 17 – 22. First citation in articleCrossref, Google Scholar

  • West, J. F., & Cannon, G. S. (1988). Essential collaborative consultation competencies for regular and special educators. Journal of Learning Disabilities, 21, 56 – 63. First citation in articleCrossref, Google Scholar

  • Whiston, S. C., Tai, W. L., Rahardja, D., & Eder, K. (2011). School counseling outcome: A meta-analytic examination of interventions. Journal of Counseling and Development, 89, 37 – 55. First citation in articleCrossref, Google Scholar