Search results for: Germany
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Teacher educators’ task perception and its relationship to professional identity and teaching practice
The authors assessed teacher educators’ task perception and investigated its relationship with components of their professional identity and their teaching practice. Using data from 145 teacher educators, two different task perceptions were found: transmitters and facilitators. Teacher educators who were categorized as facilitator tend to demonstrate higher levels of self-efficacy, job satisfaction, constructivist beliefs about teaching and learning and use more effective teaching strategies. The findings demonstrate that teaching practices of teacher educators are rooted in their professional identity.
Updated: Sep. 03, 2021
Evidence-Based Practice in Teacher Education: The Mediating Role of Self-Efficacy Beliefs and Practical Knowledge
European educational reforms call for the implementation of evidence-based teaching (EBT) in universities. Based on the evidence-based research paradigm in medical education, this study investigates the relationship between teacher educators' research experience, practical knowledge, self-efficacy beliefs, and frequency of EBT implementation. The authors report on survey data from N = 243 teacher educators from Germany, Austria, Switzerland, and the United Kingdom. A set of mediation analyses were run to identify the mediating role of self-efficacy beliefs and practical knowledge in the interplay among teacher educators' research experience and frequency of research evidence implementation. The results indicate that self-efficacy beliefs are a strong predictor of how frequently teacher educators implement EBT. Implications about the role of self-efficacy beliefs in teacher educators' professional learning and development along with future steps that are necessary to increase the implementation of EBT practices in teacher education will be discussed.
Updated: Jul. 29, 2021
The significance of mentor–mentee relationship quality for student teachers' well-being and flourishing during practical field experiences: a longitudinal analysis
To support student teachers' well-being and ensure that they flourish during teacher education, it is necessary to examine the relationship between student teachers and their mentors during field experiences. Previous research has identified a connection between the quality of the mentor–mentee relationship and facets of student teachers' well-being. However, to date, this link has been insufficiently corroborated using longitudinal empirical data. This study aims to investigate the impact of mentor–mentee relationship quality on the well-being and flourishing of student teachers. A cross-lagged panel design with two intervals (six weeks apart) was applied during a 15-week field experience with a sample of 125 German student teachers. Well-being and flourishing were captured using the positive emotions, engagement, relationships, meaning, achievement (PERMA) framework. Relationship quality was assessed by adapting a questionnaire from the field of mentoring in medicine. The study found that relationship quality at the outset significantly predicted all five PERMA dimensions at the end of the assessment period. The impact of relationship quality was especially strong on the dimensions of relationships (R) and meaning (M). Conversely, the PERMA dimensions (except achievement) did not significantly impact relationship quality.
Updated: Jul. 14, 2021
Field experiences aim at immersing student teachers in authentic work tasks and conditions of teachers. However, specific psychological needs of the teaching workforce are not considered when studying the fulfilment of student teachers’ psychological needs. This paper proposes a four-dimensional theoretical framework incorporating both basic and specific psychological needs. A diary study is presented, which measures the fulfilment of the hypothesised needs at five intervals during a ten-day field experience. The average fulfilment rates and development trends show differences among the four dimensions, suggesting the presence of lower- and higher-order needs. Significant correlations between need fulfilment and success indicators, such as learner satisfaction, learning gain, teacher self-efficacy and level of self-reflection, are also found. The results highlight the relevance of high rates of need fulfilment right from the start of the field experience.
Updated: May. 13, 2021
“Reality Shock” of Beginning Teachers? Changes in Teacher Candidates’ Emotional Exhaustion and Constructivist-Oriented Beliefs
In the present study, the authors investigated changes in teacher candidates’ constructivist beliefs and emotional exhaustion. They assessed 163 German mathematics teacher candidates 3 times: at the beginning of, in the middle of, and after they completed the induction program. The results revealed a statistically significant decrease in constructivist beliefs and an inverted U-shaped change in emotional exhaustion with an increase at the beginning of the induction program and a decrease afterward. They also found that personal (i.e., math enjoyment) and social (i.e., instrumental support from peers and a constructivist-oriented mentor teacher) resources buffered the decrease in constructivist beliefs and the increase in emotional exhaustion.
Updated: Mar. 08, 2021
Judgment accuracy of preservice teachers regarding student performance: The influence of attention allocation
The authors investigate whether the attention payed to students’ learning status predicts judgment accuracy of preservice teachers and whether this attention moderates the effect of student characteristics on judgment accuracy. In a virtual classroom, 168 preservice teachers judged the math-performance of 12 students. The attention allocation (AA) was operationalized twofold (“mean AA” and “student-specific AA”) both via log-file data. Mean AA predicted the judgment accuracy (rank component) positively. A higher student-specific AA reduced the “level error”. A moderating effect only occurs for student-specific AA but not for mean AA. We conclude that judgment accuracy can be improved through increased AA.
Updated: Sep. 30, 2020
The present study examines future teachers’ motivations for teaching using the FIT-Choice (Factors Influencing Teaching Choice) scale. The focus thereby is on subject interest, a factor that has rarely been accounted for by FIT-Choice studies although it is considered one of the most important factors to students for choosing teaching as a career. It is also assumed that students of different subject domains belong to different subcultures and therefore differ in their motivations. On the basis of n = 386 first-year, Bachelor students qualifying for lower and upper secondary schools from a large university in Germany, a latent confirmatory factor analysis shows that the FIT-Choice scale structure could be replicated and subject-specific interest was rated the most important factor by pre-service teachers. Latent path analyses reveal that students from different subject domains differ slightly in their motivations. More importantly, students who value their studied subjects’ importance highly also show higher intrinsic, social-altruistic, and pedagogical motivations.
Updated: May. 05, 2020
The role of received social support and self-efficacy for the satisfaction of basic psychological needs in teacher education
The authors conducted a cross-sectional questionnaire study in 2016 with 697 student teachers from two Universities. The study used structural equation modelling to analyse the effects of received social support from family and fellow-students as well as perceived self-efficacy in relation to the basic psychological needs in teacher education. To measure the effects of received social support on the satisfaction of basic needs, the authors developed two scales adapting Mansfield’s qualitative approach on teacher resilience. Perceived self-efficacy turned out to be effected directly by received fellow-students’ support as well as having a mediation effect on higher levels of autonomy and competence, whereas received family support leads only to higher levels of autonomy. Especially received fellow-students’ support is directly connected to higher levels of need satisfaction. Finally, the authors discuss conclusions for shaping conditions of university-life according to experiencing what is necessary for a higher level of perception and satisfaction of basic psychological needs.
Updated: Dec. 10, 2019
Which Variables Predict Teachers’ Diagnostic Competence When Diagnosing Students’ Learning Behavior at Different Stages of a Teacher’s Career?
The purpose of this study was to examine whether teachers’ motivation to diagnosing, attitude toward diagnosing, the self-efficacy, their knowledge, and reflection on experience in diagnosing would predict their diagnostic competence. The authors also examined whether teachers with professional experience were more competent diagnosticians than students in the second phase of German teacher education who in turn were expected to be more competent than students in the first phase. The findings demonstrate that teachers’ motivation to diagnose and teachers’ knowledge of diagnosing are substantial predictors of teachers’ diagnostic competence.
Updated: Oct. 10, 2018
Should Teachers Be Colorblind? How Multicultural and Egalitarian Beliefs Differentially Relate to Aspects of Teachers' Professional Competence for Teaching in Diverse Classrooms
In this article, the authors examine how cultural beliefs relate to aspects of professional competence. Specifically, the authors focused on multiculturalism and colorblindness. The findings reveal that colorblindness showed a significant negative relationship with willingness to adapt teaching to a culturally diverse student body. The authors also found that multicultural beliefs were related to higher self-efficacy and higher enthusiasm for teaching immigrant students, to less agreement with negative stereotypes about immigrant students' motivation and backgrounds, and to having chosen the teaching profession specifically as a means to foster integration of immigrants in Germany.
Updated: Aug. 14, 2018