Session Information
10 SES 07 B, Research on Values, Beliefs and Understandings in Teacher Education
Paper Session
Contribution
This study aims at examining the assumption if the student teachers’ general academic self-concept of ability (Dickhäuser, Schöne, Spinath & Stiensmeier-Pelster, 2002) includes a sub-self-concept referring to educational research and science.
The research questions that are derivated from this assumption are:
(1) Is it possible to theoretically derivate and empirically validate a student teachers’ self-concept that refers to educational research and science?
(2) Can a student teachers’ self-concept referring to educational research and science be regarded as a sub-dimension of their general academic self-concept?
The theoretical basis of this study is rooted in the typology of teacher knowledge (e.g. Baumert & Kunter, 2006 referring to Shulman) in which pedagogical content knowledge is one essential dimension. Teachers’ professional knowledge is generated and further developed through the autonomous scientific reflection of prior knowledge, personal experience and practice in the pedagogical profession (Combe & Kolbe, 2004; Cochran-Smith & Lytle, 2001; Craig, 2009). Based on this assumption, it is crucial for teacher education to foster competencies of educational research and science, so that (future) teachers are able to scientifically reflect their daily pedagogical practice (Helsper, 2001).
Student teachers’ knowledge about educational research and science is differentiated in this study into knowing educational empirical studies and their results, knowledge about statistical methods and terms as well as about the logic and language of educational research. If such knowledge is regarded as crucial for (future) teachers’ professional performance, their general academic self-concept of ability also has to be taken into account since self-concept and performance build a reciprocal relation: The self-concept is defined as the students’ rating of their own abilities that is acquired through the experience of competencies (Möller & Köller, 2004) and is influential on motivation and behavior (Leonard, Beauvais & Scholl, 1999). Taking all these aspects into account it becomes clear that the focus on the student teachers’ academic self-concept is crucial for further analysis with respect to their performance, motivation and professional behavior. Furthermore the self-concept is to be regarded as domain-specific (math and verbal; see also Schwanzer, 2002 for further domains of young adults’ self-concept) and hierarchical (global and specific) (Shavelson, Hubner & Stanton, 1976) and develops through inter- and intra-individual comparisons (Marsh, 1986). Related to these theoretical foundations, a self-concept referring to educational research and science is regarded in this study as one domain of the academic self-concept of teacher students that develops through inter- (related to the requirements of their studies) and intra-individual comparisons (related to their fellow students).
Method
Expected Outcomes
References
Baumert, J. & Kunter, M. (2006). Stichwort: Professionelle Kompetenz von Lehrkräften. Zeitschrift für Erziehungswissenschaft, 9 (4), 469-520. Cochran-Smith, M. & Lytle, S. L. (2001). Beyond certainty: Taking and inquiry stance on practice. In A. Liebermann & L. Miller (Hrsg.), Teachers caught in the action (S. 45-58). New York: Teachers College Press. Combe, A. & Kolbe, F.-U. (2004). Lehrerprofessionalität: Wissen, Können, Handeln. In W. Helsper & J. Böhme (Hrsg.), Handbuch der Schulforschung (S. 833-851). Wiesbaden: VS Verlag. Craig, C. J. (2009). Teacher Research and Teacher as Researcher. In L. J. Saha & A. G. Dworkin (Hrsg.), International Handbook of Research on Teachers and Teaching (S. 61-70). New York: Springer. Dickhäuser, O., Schöne, C., Spinath, B. & Stiensmeier-Pelster, J. (2002). Die Skalen zum akademischen Selbstkonzept. Konstruktion und Überprüfung eines neuen Instrumentes. Zeitschrift für Differentielle und Diagnostische Psychologie, 23 (4), 393-405. Helsper, W. (2001). Praxis und Reflexion. Die Notwendigkeit einer "doppelten Professionalisierung" des Lehrers. Journal für Lehrerinnen- und Lehrerbildung, 1 (3), 7-15. Leonard, N. H., Beauvais, L. L. & Scholl, R. W. (1999). Work motivation: The incorporation of self-concept-based processes. Human Relations, 52 (8), 969-998. Marsh, H. W. (1986). Verbal and math self-concepts: An internal/external frame of reference model. American Educational Research Journal, 23, 129-149. Möller, J. & Köller, O. (2004). Die Genese akademischer Selbstkonzepte: Effekte dimensionaler und sozialer Vergleiche. Psychologische Rundschau, 55 (1), 19-27. Moosbrugger, H. & Kelava, A. (Hrsg.), (2007). Testtheorie und Fragebogenkonstruktion. Heidelberg: Springer. Muthén, L. K. & Muthén, B. O. (2007). Mplus User’s Guide. Los Angeles, CA: Muthén & Muthén. Schwanzer, A. (2002). Entwicklung und Validierung eines deutschsprachigen Instruments zur Erfassung des Selbstkonzepts junger Erwachsener. Berlin: Max-Planck-Institut für Bildungsforschung. (Materialien aus der Bildungsforschung; Bd. 74). Shavelson, R. J., Hubner, J. J. & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46, 407-441.
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