The role of opportunities to learn (OTL) and teacher students’ beliefs for the acquisition of general pedagogical and psychological knowledge.

Author(s):

Denise Depping(presenting / submitting)Timo Ehmke

Conference:

ECER 2015

Network:

10. Teacher Education Research

Format:

Paper

Session Information

10 SES 08 B,

Paper Session

Time:

2015-09-10

09:00-10:30

Room:

208.Oktatóterem [C]

Chair:

ML White

Contribution

In Germany, in the context of teacher education a shift from evaluative to evidence-based studies is postulated. Standards for teachers and teacher students were formulated by the KMK (KMK, 2004). Mainly four domains of competencies are distinguished: 1) Teaching, 2) Education, 3) Assessment and 4) Innovation. Within the domain of teaching three sub-competencies are described: Teachers are experts for the arrangement and accomplishment of classroom lessons, they support / motivate students to acquire and use their knowledge properly and they encourage self-determined learning processes. In addition to that, theoretical models differentiate teacher expertise into teacher beliefs, motivational orientations, self-regulation and professional knowledge (e.g. Baumert & Kunter, 2006). Opportunities to learn (OTL) are closely connected to the model of teacher expertise.

Evidence for the relation between teacher education (e.g. the number of seminars) and the acquisition of general pedagogical / psychological knowledge is given by several studies (cf. Darling-Hammond, 2000a). Moreover, associations between general pedagogical knowledge and students’ performance in school are described (cf. Darling-Hammond, 2000b). Biedermann et al. (2012) report correlations between OTL and the form of epistemological beliefs as they found stronger connections between OTL and constructivist orientations (Biedermann, Brühwiler, & Krattenmacher, 2012). All in all, close relations between the acquisition of knowledge / competencies and beliefs are assumed because beliefs have a direct effect on actions (Baumert & Kunter, 2006; Pajares, 1992,; Reusser, Pauli, & Elmer, 2011). Regarding effects of career choice motivations, Blüthmann et al. (2011) summarize different studies that report positive relations between intrinsic career choice motivation (esp. pedagogical interest) and the acquisition of knowledge as well as the processing depth in initial teacher education (Blüthmann, Ophardt, Thiel, & Felsberger, 2011). Little is known about the development of the investigated aspects of teacher expertise in the course of university teacher education. Schulte et al. (2008) report an increase in pedagogical knowledge and self-efficacy between students at the beginning and at the end of university teacher education (Schulte, Bögeholz, & Watermann, 2008).

The public aim is to equip teachers with competencies they need to manage today’s challenges in school. The guiding question is: “What do teachers of the 21^st century need to achieve expertise?” Based on theoretical assumptions and empirical findings the following research questions are derived: 1) “What kind of interrelation exists between the above-mentioned aspects of teacher expertise during university teacher education?” 2) “How do these aspects of teacher expertise develop over time?” To answer these questions this study focuses on relations between opportunities to learn (OTL), teacher students’ beliefs (perceived self-efficacy) and motivation (career choice motivation) as well as their general pedagogical / psychological knowledge in the university teacher education. A further purpose of the study is to investigate the development of the above-mentioned concepts.

Method

In order to examine associations between opportunities to learn (OTL), teacher students’ beliefs, motivation and pedagogical / psychological knowledge, N=96 teacher students of different semesters participated in the study “Learning development processes in university teacher education” (“LeveL”, Lernentwicklungsverläufe im Lehramtsstudium) at Leuphana University Lueneburg. Nearly 90% of the respondents were female, 95% of them reported German as their first language. The average age of the sample was 23 years. The study was conducted at the beginning of the winter semester 2014. Teacher students were shown a video-vignette of a mathematic lesson, then were asked to rate the teaching quality concerning didactical-mathematical and general pedagogical aspects. Following this, mathematics teacher students filled in questionnaires regarding mathematical-didactical contents. All other teacher students answered general pedagogical questions in the competence domain “teaching”. In an additional assessment the mathematic students also filled in the pedagogical / psychological questionnaire. Furthermore, all respondents answered questions concerning OTL, perceived self-efficacy, career choice motivation, scholastic educational goals and epistemological beliefs. For the investigation of developmental processes, a second measurement is planned for the beginning of the winter semester 2015. The video-questionnaire comprises two open-ended and ten closed items (4 point Likert-scale, e.g. The teacher gives supportive feedback.) concerning the teaching quality. The pedagogical / psychological expertise test contains 32 open- and closed-ended (partially modified) items from large scale assessments (e.g. TEDS-M, Blömeke, 2010) or newly developed items (e.g. How can a teacher counteract classroom disturbances while preparing a lesson?). The items are assigned to the three sub-competencies of teaching. Items for OTL were construed regarding the thematization of different fields of teaching knowledge in classes at Leuphana University (9 items, 5 point scale, e.g. Analysis of teaching units.) and in practical semesters. Moreover, non-university OTL are investigated with 3 items (5 point scale, e.g. I have gained experience in teaching [e.g. tutoring]). Perceived self-efficacy is examined with 9 items on a 5 point Likert-scale (e.g. I am confident I can enthuse students with new projects) (Schmitz & Schwarzer, 2000). The importance of 14 different scholastic educational goals is rated on a 4 point Likert-scale (e.g. Versatile knowledge) (Baumert et al., 2009). Epistemological beliefs are examined with 16 items (4 point Likert-scale, e.g. Novices cannot query the opinion of experts.) (Schommer, 1990). The scale of career choice motivation comprises 14 items on a 4 point Likert-scale (e.g. I chose to study teaching because I can explain facts well) (Pohlmann & Möller, 2000).

Expected Outcomes

Positive relations between the number of opportunities to learn (OTL) (e.g. the quantity of semesters, the thematization of different fields of teaching knowledge in classes or the completion of practical semesters) and pedagogical / psychological knowledge are expected. It is also assumed that university and non-university learning opportunities have an effect on teacher students’ beliefs and motivation. Concerning perceived self-efficacy, positive effects of the number of semesters are expected. Especially for practical semesters strong effects are presumed. Furthermore, we hypothesize that teacher students in a higher semester will tend to have a more constructivist epistemological orientation. In regard to relations between pedagogical / psychological knowledge and beliefs / motivation, it is assumed that perceived self-efficacy correlates positively with professional knowledge. Moreover, positive relations between intrinsic career choice motivation and perceived self-efficacy as well as pedagogical knowledge are expected. With regard to scholastic educational goals positive correlations between pedagogical goals and pedagogical career choice motivation are hypothesized. Teacher expertise, primarily the competence to teach, is a relevant factor that influences the learning progress of students at school. Therefore, it is important to identify variables that promote professional teacher knowledge and to investigate where those facets of expertise can be acquired during teacher education. Based on the findings, specific indications for the organization of university teacher education can be derived. The results and implications for practice are discussed.

References

Baumert, J., Blum, W., Brunner, M., Dubberke, T., Jordan, A., Klusmann, U., & et al. (2009). Professionswissen von Lehrkräften, kognitiv aktivierender Mathematikunterricht und die Entwicklung von mathematischer Kompetenz (COACTIV): Dokumentation der Erhebungsinstrumente (Materialien aus der Bildungsforschung Nr. 83). Berlin. Baumert, J., & Kunter, M. (2006). Stichwort: Professionelle Kompetenz von Lehrkräften. Zeitschrift für Erziehungswissenschaft, 9(4), 469–520. doi:10.1007/s11618-006-0165-2 Biedermann, H., Brühwiler, C., & Krattenmacher, S. (2012). Lernangebote in der Lehrerausbildung und Überzeugungen zum Lehren und Lernen: Beziehungsanalysen bei angehenden Lehrpersonen. Zeitschrift für Pädagogik, 58(4), 460–475. Blömeke, S. (Ed.). (2010). TEDS-M 2008: Professionelle Kompetenz und Lerngelegenheiten angehender Mathematiklehrkräfte für die Sekundarstufe I im internationalen Vergleich. Münster [u.a.]: Waxmann. Blüthmann, I., Ophardt, D., Thiel, F., & Felsberger, G. (2011). Wissenserwerb zum Thema Klassenmanagement im Lehramtsstudium: Individuelle und studienbezogene Einflussfaktoren. Unterrichtswissenschaft, 39(4), 290–309. Darling-Hammond, L. (2000a). How Teacher Education Matters. Journal of Teacher Education, 51(3), 166–173. doi:10.1177/0022487100051003002 Darling-Hammond, L. (2000b). Teacher Quality and Student Achievement: A Review of State Policy Evidence. Education Policy Analysis Archives (EPAA), 8(1), 1–44. KMK. (2004 i.d.F. 2014). Standards für die Lehrerbildung: Bildungswissenschaften: (Beschluss der Kultusministerkonferenz vom 16.12.2004 i. d.F. vom 12.06.2014). Retrieved from http://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2004/2004_12_16-Standards-Lehrerbildung-Bildungswissenschaften.pdf Pajares, M. F. (1992). Teachers' Beliefs and Educational Research: Cleaning Up a Messy Construct. Review of Educational Research, 62(3), 307–332. doi:10.3102/00346543062003307 Pohlmann, B., & Möller, J. (2010). Fragebogen zur Erfassung der Motivation für die Wahl des Lehramtsstudiums (FEMOLA)1. Zeitschrift für Pädagogische Psychologie, 24(1), 73–84. doi:10.1024/1010-0652/a000005 Reusser, K., Pauli, C., & Elmer, A. (2011). Berufsbezogene Überzeugungen von Lehrerinnen und Lehrern. In E. Terhart (Ed.), Handbuch der Forschung zum Lehrerberuf (pp. 478–495). Münster, München, Berlin [u.a.]: Waxmann. Schmitz, G. S., & Schwarzer, R. (2000). Selbstwirksamkeitserwartung von Lehrern: Längsschnittbefunde mit einem neuen Instrument. Zeitschrift für Pädagogische Psychologie, 14(1), 12–25. doi:10.1024//1010-0652.14.1.12 Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498–504. doi:10.1037/0022-0663.82.3.498 Schulte, K., Bögeholz, S., & Watermann, R. (2008). Selbstwirksamkeitserwartungen und Pädagogisches Professionswissen im Verlauf des Lehramtsstudiums. Zeitschrift für Erziehungswissenschaft, 11(2), 268–287. doi:10.1007/s11618-008-0020-8

Author Information

Denise Depping (presenting / submitting)

Leuphana Universität Lüneburg

Bildungswissenschaft

Lüneburg

Timo Ehmke

Leuphana Universität Lüneburg, Germany

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