Explaining Skills of Prospective Teachers--Findings from a Simulation Study

Autor/inn/en	Findeisen, Stefanie; Seifried, Juergen
Titel	Explaining Skills of Prospective Teachers--Findings from a Simulation Study
Quelle	In: Vocations and Learning, 16 (2023) 2, S.313-341 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Findeisen, Stefanie) ORCID (Seifried, Juergen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-785X
DOI	10.1007/s12186-023-09319-w
Schlagwörter	Preservice Teachers; Teaching Skills; Teaching Methods; Teacher Education Programs; Vocational Schools; Foreign Countries; Performance Based Assessment; Educational Quality; Teacher Student Relationship; Accuracy; Language Usage; Teacher Effectiveness; Germany + Suchen Sie Ihr Suchwort? Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching method; Lehrmethode; Unterrichtsmethode; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Ausland; Leistungsermittlung; Quality of education; Bildungsqualität; Teacher student relationships; Lehrer-Schüler-Beziehung; Sprachgebrauch; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Deutschland
Abstract	Providing instructional explanations is a central skill of teachers. Using interactive simulations, we examined the explaining skills of 48 prospective teachers attending a teacher education program for accounting in vocational schools in Germany. We used a performance-based assessment that relies on explanatory quality as an indicator of teacher candidates' explaining skills. Video analysis was used to assess the quality of prepared and impromptu explanations in respect of different quality aspects. We found that the prepared explanations of prospective teachers were of high quality in terms of "student-teacher interaction" and "language." With respect to the quality of "content" (e.g., accuracy, multiple approaches to explaining) and "representation" (e.g., visualization, examples), prospective teachers performed significantly worse. The quality of teacher candidates' improvised explanations was significantly lower. This was especially true for the quality of "representations," the "process structure," and the interaction between student and teacher. For four of the five quality criteria examined, no correlation could be found between the quality of prepared and improvised explanations. For the "language" criterion, however, there was a correlation between the two types of explaining situations. Implications on how to support teacher candidates in developing explaining skills during teacher education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01