Search results for: Germany
Page 1/7 62 items
Professional knowledge and task instruction specificity as influencing factors of prospective teachers' professional vision
The authors investigate whether differences in professional vision (PV, both in noticing and reasoning) can be found between prospective teachers using a knowledge test as an economic, performance-based expertise indicator. Furthermore, they examine whether novices can be supported in their PV through a specific compared to a general task instruction, activating knowledge schemata promoting top-down processes. An online-based study with N = 85 prospective teachers using video vignettes reveals that PVs' accuracy and velocity depends on knowledge. The specific task instruction does not contribute to more effective PV. Results emphasize the relevance of knowledge transfer during university education for prospective teachers.
Updated: Mar. 24, 2022
Effect of students' emotional and behavioral disorder and pre-service teachers’ stress on judgments in a simulated class
The authors investigated the influence of students' emotional and behavioral disorder (EBD) on pre-service teachers' judgments, while considering the frequency of calling on students as a mediator and stress as moderator. They conducted an experiment in a simulated classroom. 56 pre-service teachers went through a stress manipulation, while N = 46 were not stressed. Path analyses controlling for actual performance showed negative effects of EBD on participants’ judgments and an indirect effect via call frequency. Stressed participants called on students with EBD as often as students without EBD, while unstressed participants called on students with EBD more.
Updated: Mar. 10, 2022
Promoting Professional Vision of Classroom Management Through Different Analytic Perspectives in Video-Based Learning Environments
This study investigated how taking different perspectives in teacher training courses influences the learning of professional vision, multiperspectivity, and strategic knowledge of classroom management. A total of 134 student teachers analyzed classroom management from one of three different perspectives: 36, from an observer perspective by viewing videos of unknown teachers (TG-V); 46, from only a protagonist perspective by remembering own teaching (TG-T); and 52, from both a protagonist and an observer perspective through videos of their own, their peers, and unknown teaching (TG-VT). An untreated control group (CG) received no classroom management training. Learning gains were investigated in a quasi-experimental pre–post–follow-up design using a mixed-methods approach. Results showed that all interventions fostered strategic knowledge of classroom management. Analyzing videos from own and unknown teachers (TG-VT) had the strongest positive effect on professional vision, but analyzing own teaching from memory also had higher effects on professional vision and multiperspectivity than analyzing stock videos.
Updated: Dec. 20, 2021
The impact of influential others on student teachers’ dropout intention – a network analytical study
Recent studies have shown that the number of teachers in Germany is decreasing dramatically. In contrast, the rate of student teachers discontinuing their studies is rather high, and further increases the shortage of teachers. To address this issue, the authors investigated student teachers’ social support networks by using a social network approach. Guided by the social cognitive career theory, the mediating role of barriers (i.e. perceived disapproval of influential others towards the chosen career path) on the relationship between supports (i.e. social support quality) and students’ dropout intention was analysed. Data were collected from 165 German student teachers at the beginning of their studies and six months later. In summary, this study has identified students’ perception of influential others’ disapproval towards their chosen career path as a boundary condition for the indirect effect of social support on their dropout intention.
Updated: Dec. 16, 2021
Four reasons for becoming a teacher educator: A large-scale study on teacher educators’ motives and well-being
The authors developed a new survey instrument to investigate teacher educators’ motives for entering the profession and examined the associations between motives and job satisfaction and emotional exhaustion in both teachers and teacher educators. Using data from 145 teacher educators instructing in-service teachers, they identified four motives: career aspirations, social contribution, escaping routines, and coincidence. While escaping routines represents a ‘push’ factor associated with emotional exhaustion in teachers, career aspirations represent a ‘pull’ factor associated with job satisfaction in teacher educators. The instrument can be used as a self-assessment tool for the recruitment of teacher educators.
Updated: Oct. 20, 2021
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