Session Information
99 ERC SES 07 F, Teachers Professionalism
Paper Session
Contribution
Education is a fundamental element of our society and accompanies every person
from the very beginning and spans the entire lifespan. It is a potential opportunity for integration for all levels of society with all its diversity. It aims to promote participation in society, the development of individual potential, democratization, the development of human capital and human ontogenesis. However, educational processes also harbor the potential for selection and the prevention of developments. Education therefore has a decisive influence on society.
Empirical educational research now provides reliable evidence that individual developments and transitions in the education system as well as in the employment system are significantly and sustainably influenced by the actions and decisions of teachers and thus have an impact on individual life courses as well as on the realization of tasks for society as a whole (Zlatkin-Troitschanskaia et al., 2009).
Teachers are therefore one of the greatest influencing factors on the quality and the corresponding 'outcomes' of the education system (ibid.; Hattie, 2013). For this reason, their professionalism is increasingly being publicly discussed and scientifically investigated. On this basis, validated competence models have been developed (e.g. Baumert & Kunter, 2006), which can depict professional competences in teaching contexts in a structured way.
In times of uncertainty and transformation, however, the question also arises in this context (see current debates in professional society) as to which changes must be considered and which adjustments are considered adequate, which processes this requires and which results (like future skills) should be achieved (e.g. Ehlers, 2020; Stifterverband & McKinsey, 2021; OECD, 2021).
The current crises and transformations in our society (globalization, digitalization, individualization and the climate crisis, among others) are changing educational processes as well as social processes. Specifically, this affects educational participants, all stakeholder groups, the starting conditions and educational goals. If education continues to serve the participation in the (also future) society of its education participants, this goal is also constituted from the crises or transformations of society and the corresponding uncertainty. This fundamental assumption results in a new professional and competence profile for teachers and thus also the need to adapt previously established and validated competence models.
Based on this, three process steps were developed in this doctoral project:
The 1st process step research question is: 'What is sustainable teaching professionalism? For this purpose, previously validated competence models for teaching contexts were expanded with the results of current future skills research (ibid.) and the facets of the structural core of professional action (e.g. Helsper et al. 2000). The result is a profession-oriented competence model for sustainable teaching (Möller, 2023), which is to be tested as a theory-based thesis in a research process.
The 2nd process step research questions are: 'How do groups involved in educational processes describe sustainable teaching professionalism? Which facets are prioritized by which group? What indications can be derived from this for teacher (further) training?
This serves to record the currently perceived competence requirements in the various groups, to compare these on the basis of the competence model (validated by experts), to examine a theory-practice-gap and as a basis for deriving group-specific recommendations for teacher (further) training.
The 3rd process step research question is: 'Which reflection processes contribute to the future-oriented professionalization of teachers?‘
The thesis developed here is based on the assumption that the model developed, with its presentation and description, provides a broader view of the complex structure of a professional ability to act in the teaching context and a deeper understanding of these competence facets and thus stimulates a comprehensive reflection on one's own future-oriented teaching.
Method
The research process for the 1st process step serves to validate the competency model developed. A Delphi survey with quantitative and qualitative question types was conducted for this purpose. This was used to map (using a Likert scale) the assessed importance of the various model facets and the model structure, to introduce further perspectives or missing facets and to validate the content by forming a consensus (as the basis of the Delphi method). In contrast to previous research activities in the area of future skills, experts (n = 12) from the educational context were interviewed in this project. In the research process for the 2nd process step, the validated competency model serves as the basis for evaluating structured interviews on the question of which facets of future-proof teaching professionalism are prioritized by which group and classified as relevant in the future in order to derive corresponding implications for teacher training. The interviewees here were pupils (n = 240), primary school teachers (n = 19), student teachers (n = 48) and university lecturers in the field of teacher training (n = 20). The transcription process is currently almost complete, so that the evaluation using qualitative content analysis (according to Kuckartz, 2018) can begin and the first prepared results can be shown for presentation. In the research process for the third process step, the validated competency model provides an up-to-date overview of requirements in teaching activities and serves as the basis for the creation of reflection portfolios for teacher training and university teaching. These reflection portfolios are implemented with three different reflection processes. These are peer reflection, self-reflection and reflection with generative AI. These are currently being evaluated in a test procedure (using a questionnaire with quantitative and qualitative question types). In this process, feedback on the usability of the reflection portfolio and on the different reflection processes and the differences between them is collected and evaluated. The presentation will show the first tendencies of this research.
Expected Outcomes
The validation process of the profession-oriented competence model for future-oriented teaching shows that educational experts from German-speaking countries see the importance of combining the competence model with the currently discussed future skills and profession-oriented facets, thereby establishing a model that reflects current social transformations. This can create a basis on which implications for teacher training and the further development of university lecturers can be developed. The interviews with the named groups show which topics each group is currently focusing on and in which areas there is a need for further training or which areas are only marginally perceived by the groups and seen as relevant for their area. On this basis, strategic indications for the design of teacher training courses can be developed. The validation process also shows that educational experts see reflective competencies as a central element for dealing with current social transformations. In order to establish a holistic reflection process for (prospective) teachers, a reflection portfolio was developed based on the profession-oriented competency model for sustainable teaching. This reflection portfolio is suitable for longer reflection phases spanning the course of study and professional life and provides guidance for differentiated and 'further training' reflection, as it contains the theoretical foundations of the model. At this point in the process, it seems appropriate to present the profession-oriented competence model for sustainable teaching, the results of the Delphi survey and the initial trends of the structured interviews as well as the work with the reflection portfolios with the different reflection processes mentioned to an international audience for discussion.
References
Baumert, J. & Kunter, M. (2006). Professionelle Kompetenz von Lehrkräften. Zeitschrift für Erziehungswissenschaft, 9 (4), S. 469-520. Ehlers, Ulf-Daniel (2020). Future Skills. Lernen der Zukunft – Hochschule der Zukunft. Wiesbaden: Springer VS. Hattie, J. (2013). Lernen sichtbar machen. Baltmannsweiler: Schneider-Verlag Hohengehren. Helsper, W., Krüger H.-H. & Rabe-Kleberg, U. (2000). Professionstheorie, Professions- und Biographieforschung - Einführung in den Themenschwerpunkt. ZBBS, Heft 1/2000, S. 5-19. Hippler, H. (Hrsg.) (2015). Glossar HRK (Projekt nexus). Online: http://www.hrk-nexus. de/meta/glossar/, zugegriffen: 25.05.2020. Kultusministerkonferenz (2015). Darstellung von kultureller Vielfalt, Integration und Migration in Bildungsmedien - Gemeinsame Erklärung der Kultusministerkonferenz, der Organisationen von Menschen mit Migrationshintergrund und der Bildungsmedienverlage (Beschluss der Kultusministerkonferenz vom 08.10.2015) Berlin, Bonn: Sekretariat der Ständigen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland. Kuckartz, Udo (2018): Qualitative Inhaltsanalyse. Methoden, Praxis, Computerunterstützung, 4. Auflage, Weinheim, Basel: Beltz Juventa. Kunter, M., Baumert, J., Blum, W., Klusmann, U., Krauss, S. & Neubrand, M. (Hrsg.) (2011). Professionelle Kompetenz von Lehrkräften: Ergebnisse des Forschungsprogramms COACTIV. Münster: Waxmann. Möller, W. (2023). Ein professionsorientiertes Kompetenzmodell für die zukunftsfähige Lehre. Workingpaper. Universität Rostock, https://doi.org/10.18453/rosdok_id00004412 Nittel, D., Tippelt, R., Dellori, C. & Siewert-Kölle, A. (2014). Gemeinsamkeiten und Unterschiede der pädagogischen Berufsgruppen. In D. Nittel, J. Schütz & R. Tippelt (Hrsg.), Pädagogische Arbeit im System des lebenslangen Lernens. Ergebnisse komparativer Berufsgruppenforschung. Weinheim: Beltz Juventa. S. 60-98. OECD: OECD Future of Education and Skills. Abgerufen unter: https://www.oecd.org/education/2030-project/ (Zuletzt aufgerufen 27.09.2021). Stifterverband/McKinsey (2021). Future Skills 2021. 21 Kompetenzen für eine Welt im Wandel. Essen: Stifterverband für die Deutsche Wissenschaft e.V. Terhart, E. (1996). Berufskultur und professionelles Handeln. In A. Combe & W. Helsper (Hrsg.), Pädagogische Professionalität. Untersuchungen zum Typus pädagogischen Handelns. Frankfurt a. M.: Suhrkamp, S. 448-471. Terhart, E. (2011). Lehrerberuf und Professionalität. Gewandeltes Begriffsverständnis – neue Herausforderungen. In W. Helsper & R. Tippelt (Hrsg.), Pädagogische Professionalität. Weinheim: Beltz, S. 202-224. Zlatkin-Troitschanskaia, O., Beck, K., Sembill, D., Nickolaus, R. & Mulder, R. (2009). Perspektiven auf „Lehrprofessionalität". In O. Zlatkin-Troitschanskaia, K. Beck, D. Sembill, R. Nickolaus & R. Mulder (Hrsg.), Lehrprofessionalität: Bedingungen, Genese, Wirkungen und ihre Messung. Weinheim: Beltz. S. 13-33.
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