How preservice teachers perform in teaching events regarding generic teaching and learning components.

Autor/inn/en	Seidel, Tina; Stürmer, Kathleen; Schäfer, Stefanie; Jahn, Gloria
Titel	How preservice teachers perform in teaching events regarding generic teaching and learning components.
Quelle	In: Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie, 47 (2015) 2, S. 84-96Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0049-8637; 2190-6262
DOI	10.1026/0049-8637/a000125
Schlagwörter	Wissen; Beobachtungsmethode; Testvalidität; Selbstwirksamkeit; Lehrer; Lehrerausbildung; Lehrer-Schüler-Interaktion; Lehren; Berufliche Kompetenz; Berufsbezug; Merkmal
Abstract	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. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2015/4