Literaturnachweis - Detailanzeige
Autor/inn/en | Seidel, Tina; Stürmer, Kathleen; Schäfer, Stefanie; Jahn, Gloria |
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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 |
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 |