10 SES 14 C, Mapping Teacher Education across Europe and Beyond | An International Perspective on Entering the Teaching Profession: Interdependencies between Institutional Settings and Future Teachers’ Career Choice Motives
This presentation discusses a methodological solution to a main challenge quantitative research has to meet: namely the construction of measurement equivalence (e.g. Brown, 2015). Within comparative educational research, the issue of a research instrument’s comparability between different cultural and national contexts is part of an ongoing controversial debate that focusses on questions of culturalism as well as methodological nationalism, statism and educationism (Dale & Robertson, 2009; Parreira do Amaral, 2015). These issues become especially pressing when it comes to quantitative methods (Blömeke, 2011) that aim to compare what could be seen as uncomparable: how, for example, could a quantitative instrument guarantee that the answer of an American teacher on the question whether she/he likes to work with children and adolescents is comparable to that of a Swedish teacher? How can a quantitative instrument test whether “working with children” is a comparable construct across the examined countries? Diverging research traditions, conceptualizations and phenomenological traditions lead to questions regarding the compatibility of quantitative instruments on several levels. They range from issues regarding single items (e.g. translational issues, Alm, Jungert & Thornberg, 2014) over issues regarding scales (e.g. diverging conceptualizations leading to diverging operationalizations of seemingly similar constructs in different contexts, Berry, Poortinga, Segall & Dasen, 2002) to issues regarding the whole instrument (e.g. country-specific missing or nonexistent conceptualizations, Byrne & Watkins, 2016). Next to cultural biases, several forms of methodical biases in cross-cultural comparisons are discussed (Brown, 2015). Thus, a comparison can only be done after the comparability of the concepts it is based on is established. As conclusion of this symposium, this presentation demonstrates a validation approach for scales obtained from confirmatory factor analysis across countries. Measurement invariance analyses provide information on whether cross-country differences result from differences among the latent factors or from a different understanding of the quantitative instrument applied (Brown, 2015). Thus, this methodological approach helps to ensure the validity of quantitative transnational research by incorporating the demand for comparability into the instrument itself. The presentation discusses to which extent (and with which limitations) this approach enables researchers to rule out several sources of error regarding individual items, scales and the whole instrument. The measurement invariance backed results show how country-specific differences among future teachers’ career choice motives can be linked to different political and social framework conditions, including the appreciation of altruistic motives, working conditions or the universities’ content structure of their teacher training programs.
Alm, F., Jungert, T. & Thornberg, R. (2014). Nyantagna lärarstudenters motiv, motivation, självtillit och akademiska engagemang [Motives, Motivation, self efficiacy and academic dedication of early teacher students]. Linköping: Linköpings Universitet. Berry, J.W., Poortinga, Y.H., Segall, M.H. & Dasen, P.R. (2002). Cross-cultural psychology. Research and Applications (2nd ed.). Cambridge: Cambridge University Press. Blömeke, S. (2011). Überzeugungen in der Lehrerausbildungsforschung. Wie lässt sich dasselbe in unterschiedlichen Kulturkreisen messen [Beliefs in teacher education research. How can you measure the same in different cultures]? Beiträge zur Lehrerinnen- und Lehrerbildung, 29 (1), 53–65. Brown, T.A. (2015). Confirmatory factor analysis for applied research (2nd ed.). New York: The Guilford Press. Byrne, B.M. & Watkins, D. (2016). The Issue of Measurement Invariance Revisited. Journal of Cross-Cultural Psychology, 34 (2), 155–175. Dale, R. & Robertson, S. (2009). Beyond Methodological ‘ISMS’ in Comparative Education in an Era of Globalisation. In R. Cowen & A.M. Kazamias (Hrsg.), International Handbook of Comparative Education (pp. 1113–1127). Dordrecht: Springer Netherlands. Parreira do Amaral, M. (2015). Methodologie und Methode der International Vergleichenden Erziehungswissenschaft [Methodology and Methods of international comparative educational science]. In M. Parreira do Amaral & S.K. Amos (Hrsg.), Internationale und Vergleichende Erziehungswissenschaft (pp. 107–131). Münster: Waxmann.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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