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Originalia

How Preservice Teachers Perform in Teaching Events Regarding Generic Teaching and Learning Components

Published Online:April 10, 2015https://doi.org/10.1026/0049-8637/a000125

Abstract

This study focuses on the assessment of educational-psychological teacher competencies regarding generic teaching and learning (TL) components in initial university-based teacher education. Based on the approximations-of-practice (AoP) framework, simulated teaching events (M-Teach) with different formats (tutoring, small group) were developed. In a validation study, it was asked to what extent preservice teachers show teaching skills discriminating students in their teaching quality. Furthermore, the relationship between performances in different M-Teach formats was investigated and compared with teaching in real classrooms. Finally, how preservice teachers experience teaching in M-Teach events and how their subjective experience is related to their performance was analyzed. As a sample, a full cohort of preservice teachers in the fifth semester of a Bachelor teacher education program in Germany (N = 89) participated. All participants taught two M-Teach formats of tutoring and small group teaching based on a standardized instruction and research design procedure. Video analysis of M-Teach event performance revealed that preservice teachers show relevant teaching skills with variations in teaching quality. The performance scores show a quite high stability between different formats (tutoring, small group) and are systematically related to performance in classroom teaching. Participants judge self-efficacy as high and the challenge of implementation as medium to low. The findings indicate that M-Teach events show a high fidelity for formative assessment purposes and can be used in further studies as measures for assessing the acquisition of relevant teaching skills in the area of educational-psychological competencies.


Wie Lehramtsstudierende in Lehrsituationen unterrichtliches Handeln mit Blick auf pädagogisch-psychologische Komponenten zeigen

Diese Studie fokussiert auf die Erfassung pädagogisch-psychologischer Kompetenzen mit dem Schwerpunkt auf lernwirksame Unterrichtsbedingungen in universitärer Lehrerausbildung. Basierend auf dem theoretischen Modell der Approximation-of-Practice (AoP) wurden simulierte Lehrsituationen (M-Teach) unterschiedlicher Formate (Tutorensituation, Kleingruppensituation) entwickelt. In einer Validierungsstudie wurde überprüft inwiefern Lehramtsstudierende unterrichtliches Handeln zeigen, welches es ermöglicht Studierenden qualitativ in ihrem Unterrichten zu unterscheiden. Weiter wurden Zusammenhänge des unterrichtlichen Handelns in den verschiedenen Formaten untersucht und mit dem tatsächlichen Unterrichten im Klassenzimmer verglichen. Abschließend wurde untersucht wie Lehramtsstudierenden die Unterrichtserfahrung in den M-Teach Situationen wahrnahmen und wie dies mit ihrer Performanz zusammenhängt. An der Studie nahm eine vollständige Kohorte eines Bachelor Studiengangs im fünften Semester (N = 89) teil. Alle Teilnehmer unterrichteten jeweils in den beiden M-Teach Formaten Tutorensituation und Kleingruppensituation, welche standardisiert angeleitet wurden. Videoanalysen der Performanz in den M-Teach Situationen legen nahe, dass die Lehramtsstudierenden relevantes unterrichtliches Handeln zeigen, welches in seiner Qualität variiert. Die Performanz zeigt eine hohe Stabilität zwischen den verschiedenen Formaten und hängt systematisch mit dem Unterrichten im Klassenzimmer zusammen. Die Teilnehmer schätzen ihre Selbstwirksamkeitserwartung als hoch sowie die Herausforderung erfolgreich in den M-Teach Situationen zu agieren als mittel bis niedrig ein. Die Ergebnisse zeigen, dass die M-Teach Situationen eine hohe Genauigkeit für die Erfassung unterrichtlichen Handelns aufweisen und somit in weiteren Studien genutzt werden können, um die Aneignung pädagogisch-psychologischer Kompetenzen zu untersuchen.

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