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Sigrid Blömeke
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ABSTRACT: Auf der Basis eines Prognosemodells, das auf Theorien der Arbeits- und Organisationspsychologie, der Eignungsdiagnostik sowie
der Lehrer- und Unterrichtsforschung beruht und das potenzielle kognitive sowie psycho-motivationale Kriterien für die Auswahl
von Studierenden und objektive sowie subjektive Indikatoren für den Ausbildungs- und Berufserfolg enthält, wird in einer 4-Jahres-Längsschnittstudie
mit drei Messzeitpunkten vergleichend die Vorhersagekraft der Kriterien für je einen klassischen Lehramts- und Diplomstudiengang
untersucht (n = 760). Als Prädiktoren werden die Abiturnote, das Belegen eines Mathematik-Leistungskurses, fachbezogenes Interesse und
fachbezogene Studienmotivation sowie Indikatoren für das generelle Selbstkonzept herangezogen. Als Indikatoren für Studienerfolg
werden das Belastungserleben während des Studiums, Abbruchintentionen, die Studiendauer, die Studienabschlussnote und die
Note des Zweiten Staatsexamens erfasst. Indikatoren für Berufserfolg sind der Berufsstatus fünf Jahre nach Abschluss des Studiums,
das Belastungserleben im Beruf und die Berufszufriedenheit. Die leitenden Annahmen – Unterschiede in der prognostischen Validität
der Prädiktoren für Diplom-Mathematik im Vergleich zur Mathematiklehrerausbildung und bessere Vorhersagbarkeit von Ausbildungserfolg
im Vergleich zu Berufserfolg – lassen sich mithilfe bivariater Korrelationen (eigenständige Validität) und Regressionsanalysen
(inkrementelle Validität) stützen.
The basis of this study is a prognostic model derived from the theory of work and organizational psychology, from research
about the selection of college students and from teaching and learning research. The model includes cognitive and psycho-motivational
criteria for selecting students as well as objective and subjective indicators for study and job success. In a four-year longitudinal
study with three measuring points, the prognostic validity of the selection criteria is tested (n = 760). The basic hypotheses are that differences in the prognostic validity of the model for teacher training and subject-specific
diploma students (both in the area of mathematics) exist, and that it is easier to predict study success than job success.
Secondary school exit exam, classes in advanced mathematics, interest in mathematics, subject-specific study motivation and
self-efficacy are the predictive indicators taken into account. Evaluative indicators for study success are study duration,
intentions of dropping out, stress experiences, the results of university exit exam and students’ second state exam. Evaluative
indicators for occupational success are the job status five years after graduation, job satisfaction and stress experiences.
Bivariate correlations and regression analyses support the leading hypotheses.
Zeitschrift für Erziehungswissenschaft 04/2012; 12(1):82-110. · 0.99 Impact Factor
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Sigrid Blömeke
[show abstract]
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ABSTRACT: Kindern und Jugendlichen in der Schule den Erwerb von medienbezogenen Qualifikationen zu ermöglichen, ist in Deutschland seit
langem in vielen Richtlinien und Lehrplänen als Ziel verankert. Die vorliegende Studie geht im Rahmen einer Pilotstudie an
der Universität Paderborn der Frage nach, welche Kenntnisse und Annahmen zukünftige Lehrpersonen über das Medienhandeln von
Kindern und Jugendlichen, über dessen Einflüsse und über die Aufgaben von Schule im Medienzusammenhang besitzen (N = 173).
Die Skalen wurden theorie geleitet auf der Basis eines Modells medienpädagogischer Kompetenz von Lehrpersonen entwickelt.
Die Ergebnisse machen deutlich, dass die Kenntnisse und Annahmen der Lehramtsstudierenden Defizite bzw. Probleme aufweisen,
die eine Integration von medienpädagogischen Lehrangeboten in die Lehrerausbildung notwendig erscheinen lassen.
Prospective Teachers and Media Activity of Children and Young People: An empirical study on the knowledge and assumptions
of student teachers
For a long time, German curricula have included the aim of imparting media-relevant qualifications to pupils at school. The
purpose of a pilot study carried out at the University of Paderborn was to find out which kind of knowledge and what sort
of assumptions future teachers have about media use by children and young people, about influencing factors on this use and
about the functions of school and teaching in the context of media competencies (N = 173). Starting out from a theoretical
background, the scales were developed on the basis of a model of didactic and educational competencies necessary of a teacher
within media-education. The results obtained by questioning the students show that, as far as knowledge and assumptions are
concerned, there are deficits which seem to make the provision of media-pedagogy in teacher education a necessity.
Zeitschrift für Erziehungswissenschaft 04/2012; 6(2):276-289. · 0.99 Impact Factor
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Unterrichtswissenschaft. 01/2010; 1.
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[show abstract]
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ABSTRACT: Die Allgemeine Didaktik und die Lehr-Lernforschung beanspruchen, bedeutsame Merkmale des Unterrichts- geschehens zu erfassen.
Sie stellen den Anknüpfungspunkt für eine Videostudie dar, in der Unterrichtsgeschehen auf Merkmale untersucht wird, die aus
den Zu-gängen der Allgemeinen Didaktik und der Lehr-Lernforschung abgeleitet werden. Das Kategoriensystem besteht aus 22 Kategorien,
mit denen sieben Unterrichtsdimensionen erfasst werden: Unterrichtszeit, Akteure, Sozialform, Aufgabenqualität, Umfang, Inhalt
und Form der verbalen Interaktion. Die Stichprobe der Studie besteht aus 25 videographierten Unterrichtsstunden in den Fächern
Deutsch, Informatik und Mathematik der Jahrgangsstufen 11 bzw. 12. Die Kodierung erfolgte niedriginferent im 5-Sekunden- bzw.
1-Minuten-Takt. Die Ergebnisse zeigen charakteristische Zusammenhänge zwischen den analysierten Kategorien, die auf unterschiedliche
Unterrichtsskripte hindeuten. Allgemeine Didaktik und Lehr-Lernforschung tragen dabei jeweils eigenständig zur Analyse von
Unterricht bei. Die beiden Disziplinen könnten insofern von einer stärkeren gegenseitigen Wahrnehmung profitieren, sodass
die Erfassung des Unterrichtsgeschehens verbessert würde.
12/2008: pages 239-258;
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ABSTRACT: Beliefs constitute a central part of a person’s professional competences as beliefs are crucial to the perception of situations
and as they influence our choice of actions. The present article focuses on epistemological beliefs about the nature of mathematics
among future teachers and their educators at university and post-university teacher-training institutions in Germany. The
data reported are part of a larger sample originating from the MT21 study [supported by the National Science Foundation through
a grant to W. S. Schmidt and M. T. Tatto (REC-0231886). MT21 started in 2003] which explores and compares mathematics teacher
education in Bulgaria, Germany, Mexico, South Korea, Taiwan, and the United States. In this article, we examine the structure
and level of beliefs concerning the nature of mathematics for teacher education students in Germany both at the beginning
(n=368) and the end of their education (n=286) as well as their educators (n=77) in three academic disciplines (mathematics, mathematics pedagogy and general pedagogy). In the first part of the article,
the literature on epistemological beliefs and their structure will be reviewed. In the empirical part, analyses on the level
and the structure of beliefs for our samples and subsamples will be presented. Relations between educators’ and students’
beliefs will be explored.
ZDM: the international journal on mathematics education 11/2008; 40(5):763-776.
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[show abstract]
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ABSTRACT: Teacher-education research lacks a common theoretical basis, which prevents a convincing development of instruments and makes
it difficult to connect studies to each other. Our paper models how to measure effective teacher education in the context
of the current state of knowledge in the field. First, we conceptualize the central criterion of effective teacher education:
“professional competence of future teachers”. Second, individual, institutional, and systemic factors are modeled that may
influence the acquisition of this competence during teacher education. In doing this, we turn round the perspective taken
by Cochran-Smith and Zeichner (Studying teacher education. The report of the AERA panel on research and teacher education.
Lawrence Erlbaum, Mahwah 2005), who mainly take an educational-sociological perspective by focusing on characteristics of teacher education and looking
for their effects. In contrast, we take an educational-psychological perspective by focusing on professional competence of
teachers and examining influences on this. Challenges connected to an assessment of teacher-education outcomes are discussed
as well.
ZDM: the international journal on mathematics education 11/2008; 40(5):719-734.
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ZDM: the international journal on mathematics education 11/2008; 40(5):715-717.
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Sigrid Blömeke,
Lynn Paine,
Richard T. Houang,
Feng-Jui Hsieh,
William H. Schmidt,
M. Teresa Tatto,
Kiril Bankov,
Tenoch Cedilllo,
Leland Cogan,
Shin Il Han,
Marcella Santillan,
John Schwille
[show abstract]
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ABSTRACT: The study "Mathematics Teaching in the 21st Century (MT21)" focuses beyond others on the measurement of teachers’ general
pedagogical knowledge (GPK). GPK is regarded as a latent construct embedded in a larger theory of teachers’ professional competence.
It is laid out how GPK was defined and operationalized. As part of an international comparison GPK was measured with several
complex vignettes. In the present paper, the results of future mathematics teachers’ knowledge from four countries (Germany,
South Korea, Taiwan, and the US) with very different teacher-education systems are presented. Significant and relevant differences
between the four countries as well as between future teachers at the beginning and at the end of teacher education were found.
The results are discussed with reference to cultural discourses about teacher education.
ZDM: the international journal on mathematics education 11/2008; 40(5):749-762.
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William H. Schmidt,
Richard T. Houang,
Leland Cogan, Sigrid Blömeke,
Maria Teresa Tatto,
Feng Jui Hsieh,
Marcella Santillan,
Kiril Bankov,
Shin Il Han,
Tenoch Cedillo,
John Schwille,
Lynn Paine
[show abstract]
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ABSTRACT: Cross-national research studies such as the Program for International Student Assessment and the Third International Mathematics
and Science Study (TIMSS) have contributed much to our understandings regarding country differences in student achievement
in mathematics, especially at the primary (elementary) and lower secondary (middle school) levels. TIMSS, especially, has
demonstrated the central role that the concept of opportunity to learn plays in understanding cross-national differences in
achievement Schmidt et al., (Why schools matter: A cross-national comparison of curriculum and learning
2001). The curricular expectations of a nation and the actual content exposure that is delivered to students by teachers were
found to be among the most salient features of schooling related to academic performance. The other feature that emerges in
these studies is the importance of the teacher. The professional competence of the teacher which includes substantive knowledge
regarding formal mathematics, mathematics pedagogy and general pedagogy is suggested as being significant—not just in understanding
cross-national differences but also in other studies as well (Hill et al. in Am Educ Res J 42(2):371–406, 2005). Mathematics Teaching in the 21st Century (MT21) is a small, six-country study that collected data on future lower secondary teachers in their last year of preparation.
One of the findings noted in the first report of that study was that the opportunities future teachers experienced as part
of their formal education varied across the six countries (Schmidt et al. in The preparation gap: Teacher education for middle school mathematics in six countries, 2007). This variation in opportunity to learn (OTL) existed in course work related to formal mathematics, mathematics pedagogy
and general pedagogy. It appears from these initial results that OTL not only is important in understanding K-12 student learning
but it is also likely important in understanding the knowledge base of the teachers who teach them which then has the potential
to influence student learning as well. This study using the same MT21 data examines in greater detail the configuration of
the educational opportunities future teachers had during their teacher education in some 34 institutions across the six countries.
ZDM: the international journal on mathematics education 01/2008; 40(5):735-747.
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[show abstract]
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ABSTRACT: Konzepte zum Einsatz von digitalen Medien verdeutlichen deren Potenziale hinsichtlich einer Unterstützung des problemorientierten,
selbstbestimmten und kooperativen Lehrens und Lernens. Offen ist aber, ob Lehrerinnen und Lehrer dieses Potenzial auch wirklich
nutzen. Möglicherweise werden die neuen Medien lediglich in überlieferte Handlungsmuster integriert. Ziel des Forschungsprojekts,
über das hier berichtet wird, ist es, einen Beitrag zur Entwicklung einer Theorie zum Lehrerhandeln im Medienzusammenhang
zu leisten. Dabei wurden (1) Handlungsmuster von Lehrpersonen beim Einsatz neuer Medien im Unterricht identifiziert und (2)
Hypothesen über mögliche Zusammenhänge von Handlungsmuster, Medien-Expertisegrad und Fachzugehörigkeit generiert. — Es wurden
Videoaufnahmen von 20 Unterrichtsstunden mithilfe eines niedrig-inferenten Kategoriensystems analysiert und hinsichtlich zugrundeliegender
Grundmuster clusteranalytisch ausgewertet. Die Ergebnisse zeigen, dass auf einer zugrunde gelegten Skala mit den Polen „instruktional“
und „konstruktivistisch“ unterschiedliche Muster von Lehrerhandeln beim Einsatz digitaler Medien im Unterricht identifiziert
werden können, die sich als traditionell-lehrerzentriert bzw. als innovativ-schülerorientiert beschreiben lassen.
Teaching with Digital Media — Between innovation and tradition? An empirical study on teaching practice in a media environment
Concepts on the uses of digital media emphasise their potential to support problem-oriented, self defined and cooperative
teaching and learning. It remains unclear, whether teachers really exploit this potential. It is possible that the new media
are simply integrated into traditional teaching practice. The objective of the research project, reported on here, is to contribute
to the development of a theory on teaching practice in the new media context. The project (1) identified behavioral patterns
of teachers using new media in their lessons and (2) generated hypothesis on possible links between behavioral patterns, expertise
in the use of media and subject-disciplines. Video recordings of twenty lessons were analyzed using a low-inference category
system and on the basis of recognizable patterns evaluated using cluster analysis. The results show that between the poles
“instructional” and “constructivist” different patterns of teacher behavior for implementation of digital media in lessons
can be identified, which can be described as traditional teacher-centred and innovative pupil-oriented, respectively.
Zeitschrift für Erziehungswissenschaft 11/2006; 9(4):632-650. · 0.99 Impact Factor
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Sigrid Blömeke
[show abstract]
[hide abstract]
ABSTRACT: In dem Beitrag wird die Grundstruktur der Lehrerausbildung in Deutschland skizziert, und zwar in organisatorischer Hinsicht sowie im Hinblick auf ihre Inhalte und Ziele. Ein Schwerpunkt liegt auf der Diskussion der Umstellung der Lehrerausbildung auf Bachelor- und Masterabschlüsse. Abschließend werden Ergebnisse zur Wirksamkeit der Lehrerausbildung präsentiert. (DIPF/Orig.)
PÄD-Forum: unterrichten erziehen 37/28 (2009) 1, S. 5-8.
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ABSTRACT: Structure and content of teacher education depend on a deeper rationale, which is a result of cultural boundaries. At the same time teaching is a cultural practice that differs across countries. Like the water in the fish's tank, such cultural givens are too often invisible as we debate research designs. In this article, we focus in particular on the understanding of three main components of teacher education: mathematics, mathematics pedagogy and general pedagogy, and on juxtaposing two extreme models: Germany and the US. It turns out that benefits and problems of international comparisons are closely related to each other.
Teaching and Teacher Education.
