PArcours: An Aptitude Assessment Procedure For Trainee Teacher Candidates

Author(s):

Martina Hechinger(presenting / submitting)

Conference:

ECER 2015

Network:

10. Teacher Education Research

Format:

Paper

Session Information

10 SES 03 E,

Paper Session

Time:

2015-09-08

17:15-18:45

Room:

101.Oktatóterem [C]

Chair:

Peter Gray

Contribution

The quality of teacher education has been increasingly questioned by European educationalists and politicians. In this context, it is essential to determine the factors that are important for successful teacher education. These factors include not only professional and financial resources, but also the personal capabilities of students. Therefore, the question arises what fundamental abilities and knowledge do trainee teacher candidates have to demonstrate when entering teacher training programs and subsequently starting their teacher career.

Regulations for entering teacher training programs differ worldwide, and the implementation of aptitude assessments for trainee teacher candidates has been widely discussed in Europe (e.g., Sliwka & Klopsch, 2012). While passing a qualification examination is required in Finland, in Germany, for instance, no specific requirements are defined and all students who have received a university-entrance diploma are permitted to enter teacher training programs. Some countries, such as Austria, are considering establishing strict access limitations in the near future. The implementation of restrictions necessitates the definition of required competencies and this leads to the research subject “which competencies and characteristics do suitable trainee teacher candidates theoretically need and to what extent do these competencies and characteristics actually exist”. Before addressing this question, it is essential to clarify what suitable means in this context.

According to Mayr (2012, p. 39), suitable candidates show certain characteristics and competencies which justify the thesis that successful teacher training can be expected to be a good basis for a gratifying and professionally grounded teaching career. Thus, the aptitude of trainee teacher candidates embraces two components, first the aptitude for teacher education and second the aptitude for teaching. These two components should be focused on during of student counseling by providing information about studying as well as teaching requirements. In addition, it is important to inform students whether or not they meet these requirements. In order to do this, analysis of their personal competencies is mandatory. Based on the test results, students should then be aware of the balance between their personal skills and the requirements.

Specific competencies have been identified as being essential for studying teaching and teaching in several research studies. The Austrian researcher Johannes Mayr (2012), for instance, investigated several predictors of probation for studying and teaching. One fact is that students who choose the profession because they are intrinsically motivated are more successful than other students. In addition, their interests could also be determined as important predictors. Especially social and job-specific interests are essential for succeeding in university and school teaching. Furthermore, the personality attributes conscientiousness and extraversion predict the students´ success. Moreover, mastery of speech is identified as being significant. Other scientists emphasize the importance of social competencies, such as communication skills, empathy, problem solving skills, or the capability for teamwork (e.g., Liekam, 2004; Sliwka & Klopsch, 2012). Aptitude assessments should measure these competencies and personal characteristics. This requires an objective, reliable, and valid test procedure (e.g., Bortz & Döring, 2006). The candidates should be made acquainted with the test results and should also be given advice on how to develop and enhance the required competencies.

In 2009, an aptitude assessment procedure called PArcours was developed by Professor Norbert Seibert and colleagues at the University of Passau in Germany (e.g., Hechinger & Seibert, in press; Wirth & Seibert, 2011). In ECER 2014, a full introduction into the procedure was created by focusing on the test criteria objectivity, reliability, and validity. This year, modifications to and enhancements of the procedure will be presented. Furthermore, outcomes based on two assessment events as well as conclusions will be reported. Finally, measures for acquiring and enhancing trainee teacher competencies will be discussed.

Method

The aptitude assessment procedure PArcours is offered at the University of Passau twice a year, for several days. The purpose is to measure students’ competencies and characteristics. Since competencies are not directly observable, tasks are applied (e.g., Klieme & Hartig, 2007). While performing tasks, the candidates are faced with pedagogical situations and they are prompted to review their personal characteristics and skills related to teaching requirements. PArcours contains the following four tasks: The assessment day starts with a self-presentation, where the candidates describe their qualifying characteristics, as well as their motives for choosing teacher education. In the second task, called film analysis, the candidates are firstly shown a film of a conflict between a teacher and a pupil. Then the candidates describe the conflict situation and offer strategies to solve and prevent repetition of the conflict. The third task is a group discussion; every candidate is requested to evaluate various teacher requirements on her/his own, and afterwards, the candidates discuss their individual evaluation conclusions within a group. The fourth and final task is called planning an excursion. It is a partner exercise where the candidates are asked to plan a school excursion, considering a given theme intended to create learning and team building activities. Scales for assessing competencies and personal characteristics, such as intrinsic motivation, mastery of speech, conflict management skills, communication and cooperation skills, have been developed. Experts use these scales to observe the candidates´ performance. The scales consist of between two and eight items, each having a 4-point Likert-type response format (“completely applicable” to “completely inapplicable”). Finally, the measured values are statistically evaluated. At the end of the assessment day, extensive verbal and written feedback is provided. Firstly, the test results as well as potential questions are discussed personally. Secondly, a test report containing definitions of all tested competencies, descriptions of the test results, and interpretations by using text modules is handed over. It should be mentioned that all task performances are videotaped, and that a supplementary feedback at a later date is offered in order to evaluate the candidate´s performance together. The purpose of the feedback is to advise the candidates whether the observed competencies and characteristics are compatible with the requirements for teacher training and to provide information about how to acquire and enhance competencies. Additional academic courses will be established, based on the identified development needs amongst the candidates.

Expected Outcomes

Competence analysis results based on two PArcours events are presented below: The first event took place at the beginning of the spring term in 2014 and the second event was held at the beginning of the subsequent fall term. Overall, 55 students (45 women and 10 men) participated in PArcours. The unbalanced proportion between females and males partly reflects the unequal gender ration of all trainee teacher students at the University of Passau. In order to analyze the candidate´s competencies, the mean of every scale and candidate was computed and summed up. In the test results gained in both events, the characteristic “esteem for the group members” is scored highest (mean= 3,59). (Means range between 1 and 4.) High values are also achieved for the competencies “communication skills” (mean= 3,39) and “cooperation skills” (mean= 3,36). Hence, the trainee teacher candidates appear considerate and are able to communicate and cooperate strongly. As well as analyzing their strengths, deficits of the candidates were investigated. While analyzing both events, the “ability to adopt other points of view” (mean= 2,69) and “nonverbal communication” (mean= 2,92) are scored lowest. As a consequence, students should be motivated to notice and reflect different perspectives which can be focused on in their practical training. Furthermore, a presentation course is offered where candidates learn how to teach in a lively manner by using nonverbal expressions effectively. The competence analysis also includes evaluations for every candidate. The individual test results are provided in a feedback form, whereby the candidates are informed about their strengths and potential deficits. Finally, suggestions how to acquire competencies are given. Future investigations involve the conceptualization of a competency development plan that helps students to effectively work on their competencies. In addition, measures will be defined and personal developments documented to serve as a personal guide.

References

Bortz, J. & Döring, N. (2006). Forschungsmethoden und Evaluation für Human- und Sozialwissenschaftler [Research methods and evaluation for human and social scientists] (4th ed.). Heidelberg: Springer Medizin Verlag. Hechinger, M. & Seibert, N. (in press). Eignungstests für angehende (Gymnasial-) Lehrerinnen und Lehrer sind nötig?! [Aptitude assessment procedures for prospective (high school) teachers are necessary?!] In S. Lin-Klitzing, D. Di Fuccia & R. Stengl-Jörns (Eds.), 'Auf das, was gute Lehrkräfte tun, kommt es an?!' - Zur Eignung, Ausbildung und Fortbildung von Lehrkräften nach der Rezeption von John Hattie. Bad Heilbrunn: Klinkhardt. Klieme, E. & Hartig, J. (2007). Kompetenzkonzepte in den Sozialwissenschaften und im erziehungswissenschaftlichen Diskurs [Concepts of competence in social and educational sciences] [Electronic Version]. In M. Prenzel, I. Gogolin & H.-H. Krüger (Eds.), Kompetenzdiagnostik. Zeitschrift für Erziehungswissenschaft, Sonderheft 8, 11-29. Liekam, S. (2004). Empathie als Fundament pädagogischer Professionalität. Analysen zu einer vergessenen Schlüsselvariable der Pädagogik [Empathy as a foundation for pedagogical professionalism. Analyses of a forgotten key pedagogical variable][WWW Document]. Unpublished dissertation. Ludwig-Maximilians-Universität München. Available on: http://edoc.ub.uni-muenchen.de/2514/1/Liekam_Stefan.pdf [Date of access: 21.01.15]. Mayr, J. (2012). Ein Lehramtsstudium beginnen? Ein Lehramtsstudium beginnen lassen? Laufbahnberatung und Bewerberauswahl konstruktiv gestalten [Starting teacher training? Let the teacher training begin? Career counseling and candidate selection constructively organized]. In B. Weyand, M. Justus & M. Schratz (Eds.), Auf unsere Lehrerinnen und Lehrer kommt es an. Geeignete Lehrer/-innen gewinnen, (aus-)bilden und fördern (pp. 38-57). Essen: Stifterverband. Sliwka, A. & Klopsch, B. (2012). Auf den Lehrer/die Lehrerin kommt es an. Lehrerbildung und Lehrerprofessionalität in internationaler Perspektive [It all depends on the teacher. Teacher training and teacher professionalism in an international perspective]. In B. Weyand, M. Justus & M. Schratz (Eds.), Auf unsere Lehrerinnen und Lehrer kommt es an. Geeignete Lehrer/-innen gewinnen, (aus-)bilden und fördern (pp. 14-35). Essen: Stifterverband. Wirth, R. & Seibert, N. (2011). PArcours – ein eignungsdiagnostisches Verfahren für Lehramtsstudierende der Universität Passau [PArcours – an aptitude assessment procedure for trainee teachers at the University of Passau]. Lehrerbildung auf dem Prüfstand, 4(1), 47-62.

Author Information

Martina Hechinger (presenting / submitting)

University of Passau

Department of School Pedagogy

Passau

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