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Originalarbeit

Ein Blick in die Black-Box

Wie der Zusammenhang von Unterrichtsenthusiasmus und Unterrichtshandeln bei angehenden Lehrkräften erklärt werden kann

Published Online:July 05, 2016https://doi.org/10.1026/0049-8637/a000150

Abstract

Abstract. Zwar konnte bisherige Forschung bereits zeigen, dass intrinsische motivationale Orientierungen von Lehrkräften im Zusammenhang mit günstigen Ergebnisvariablen (z. B. Unterrichtsqualität oder Schülermotivation) stehen, mögliche Wirkmechanismen sind jedoch noch wenig erforscht. Ziel der vorliegenden Studie ist es, diese vermittelnden Prozesse am Beispiel des Unterrichtsenthusiasmus von Lehrkräften zu untersuchen. Es wird angenommen, dass angehende Lehrkräfte mit hohem Unterrichtsenthusiasmus quantitativ (höhere Intensität) und qualitativ (Nutzung von unterrichtsbezogenen Lerngelegenheiten) anderes Arbeitsverhalten zeigen, was zu besserem Unterricht führt. Die Variablen wurden bei 362 deutschen Lehramtsanwärter(inne)n in der Mitte ihres zweijährigen Vorbereitungsdienstes per Fragebogen erhoben. Latente Mediatoranalysen belegen eine Teilmediation durch die Intensität ebenso wie die Nutzung von Lerngelegenheiten auf kognitive Aktivierung und emotionale Aspekte des Unterrichtshandelns. Die Ergebnisse stellen einen ersten Hinweis auf mediierende Variablen im Zusammenhang zwischen intrinsischen motivationalen Orientierungen und Unterrichtshandeln dar.


A Glance Into the Black Box: How the Relationship Between Teacher Candidates’ Enthusiasm for Teaching and Their Instructional Behavior Can Be Explained

Abstract. While previous research has confirmed that teachers’ intrinsic motivational orientations are linked to beneficial outcome variables (e. g., instructional quality and student motivation), the underlying mechanisms that mediate these relationships are less clear. Based on theoretical considerations concerning motivation and deliberate practice, this paper investigates a possible mediating effect by hypothesizing that teacher candidates with high levels of enthusiasm for teaching invest more effort and benefit more from teaching-oriented learning opportunities, which in turn leads to more beneficial instructional behavior. In all, 362 German teacher candidates in their first year of a 2-year induction phase reported their levels of enthusiasm for teaching, their effort spent on work tasks, their use of learning opportunities, and rated their own instructional behavior. Latent mediation analyses were partially confirmed with a mediator effect of effort on instructional and emotional aspects of instructional behavior. The results provide some initial indications as to why teachers with high enthusiasm for teaching show more beneficial instructional behavior.

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