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Sprachsensibler Biologieunterricht – Förderung professioneller Handlungskompetenz und professioneller Wahrnehmung durch videogestützte live-Unterrichtsbeobachtung. Eine ProjektbeschreibungLanguage-sensitive Biology Instruction—Fostering Professional Competence and Professional Vision Through Video-based Live Lesson Observation. A Project Description
Abstract
Das Leistungsniveau von Schüler*innen in den naturwissenschaftlichen Fächern ist abhängig von deren bildungssprachlichen Fähigkeiten, welche im Unterricht jedoch nicht explizit gefördert, sondern im Gegenteil als vorhanden vorausgesetzt werden. Dadurch entsteht eine Schieflage, da die Zugangsvoraussetzungen zu Bildungssprache für unterschiedliche Schüler*innen unterschiedlich sind. Lehrkräfte benötigen daher ein Bewusstsein für die Bedeutung von und ein Wissen über Sprache im Unterricht, um das fachliche Lernen im Biologieunterricht mit dem sprachlichen Lernen verknüpfen zu können. Das unterrichtliche Handeln einer Lehrperson wird beeinflusst von ihrer professionellen Handlungskompetenz, die sich u. a. aus dem Professionswissen, motivationalen Orientierungen und persönlichen Werthaltungen zusammensetzt, sowie der professionellen Wahrnehmung mit den Aspekten noticing und knowledge-based reasoning. Die genannten Konstrukte lassen sich auf den sprachsensiblen bzw. -bewussten Biologieunterricht beziehen. In einer quasi-experimentellen Interventionsstudie, die im Rahmen der Qualitätsoffensive Lehrerbildung des BMBF finanziert wird, soll untersucht werden, wie sich videogestützte live-Beobachtung von Biologieunterricht in Kombination mit Planung und Durchführung eigenen Unterrichts auf Aspekte der professionellen Handlungskompetenz und die professionelle Wahrnehmung von Biologielehramtsstudierenden auswirkt. Ziel ist es, diese bereits im Rahmen der Hochschulausbildung besser auf sprachlich heterogene Lerngruppen vorzubereiten.
... The language of biology is characterised by specific technical terms and forms of representation [32], as it is impossible for students to experience abstract concepts in science directly [33]. Biological technical terms often cause problems for students' understanding because they are used in the science register as well as in the everyday register-with different meanings [34,35]. In students' everyday lives (and language), they experience a division in mathematical meaning: they have one whole apple, they divide it, and they have two halves of an apple. ...
... The test was based on the Rasch partial credit model (PCM) [52,62], which allows for a consideration of multiple item levels. The test included questions on the classroom-relevant language registers [29,31], requests to notice and name examples for the academic and science registers in a schoolbook's text, requests to lighten the linguistic load of a biology task in a well-founded way, and one item asking the participants to name and explain as many terms as possible with different meanings in the everyday and science registers [34,35]. For objectivity, 10% of the sample was double coded by two independent researchers, who showed a high agreement (ICC (159,159) = 0.97, p < 0.001). ...
In this article, we analyse potential filters that moderate the transformation process between the realms of PCK defined in the refined consensus model of pedagogical content knowledge. We tested 58 preservice biology teachers in a 15-week one-group pretest/post-test design. To identify filters between collective PCK (cPCK) and personal PCK (pPCK), we set up moderation models with pretest pPCK as an independent variable, post-test pPCK as a dependent variable, and motivational orientations or professional values as moderator variables. To identify filters between pPCK and enacted PCK (ePCK), we set up moderation models with post-test pPCK as an independent variable, ePCK as a dependent variable, and noticing or knowledge-based reasoning as moderator variables.
We did this specifically with a focus on language in biology education. We found that only the variable knowledge-based reasoning had a role as a filter. It moderates the transformation process between pPCK and ePCK (moderation analysis: F(3,19) = 10.40, p < 0.001, predicting 25.72% of the variance). In future studies, other filters should be identified.
... Noticing refers to the knowledge-driven identification of key elements (Seidel et al., 2010;Seidel & Stürmer, 2014;Sherin & Van Es, 2009;van Es & Sherin, 2002). Knowledge-based reasoning encompasses the processing of the aspects noticed (Behling et al., 2019;Seidel & Stürmer, 2014). ...
Video has been proven to be an effective tool for enhancing the professional vision of higher education students, which is a crucial situation-specific skill within their professional competence. To ensure the successful integration of video in higher education teaching and learning, several implementation actions and processes need to be considered. This paper proposes a heuristic framework for implementing video-based teaching and learning scenarios across various disciplines in higher education. The framework combines existing research strands on professional vision, video implementation, technological pedagogical content knowledge (TPACK), and interactive, constructive, active, and passive (ICAP) learning activities. To highlight the interdisciplinary nature of the framework, examples from four different higher education disciplines (Catholic moral theology, Communication science, German as a second and foreign language, Medicine) are provided. These examples serve to underscore the framework’s applicability across a range of academic fields.
... Video-based tools are often included in pre-service teacher education to measure professional vision or to practice reasoning about instructional quality [25,26]. Research has shown that using video-based simulations can improve pre-service teachers' professional knowledge [27][28][29]. ...
This article aims to investigate relationships between the different realms of PCK by referring to the refined consensus model of PCK. We conducted a pre–post study with an intervention using a video-based simulated learning environment to measure different realms of PCK of 78 pre-service biology teachers. The participants were randomly assigned to three groups receiving different treatments in the form of scaffolds while working on the learning environment during the intervention. Only the participants receiving scaffolds referring to their personal PCK significantly improved from the pre-test to the post-test (FpPCK(1,27) = 9.592, p = 0.005, partial η2 = 0.262, n = 28). These scaffolds encourage participants to use their prior knowledge when reflecting on instructional quality, as shown in the simulation. Although the findings of the present study support the theoretical view of the refined consensus model of PCK, more focus on the personal PCK could be helpful to understand how PCK is acquired and organized “within one teacher”.
... The open-response items were based on the Rasch Partial Credit Model (PCM; [71,79]), which allows consideration of multiple-level items. The test included seven multiple-choice items about the three classroom-relevant language registers [40,42,80], two items requesting highlighting of characteristics of academic and scientific language in a schoolbook's text, one item asking for as many terms as possible with different meanings in everyday and biology-specific scientific language, and two items requesting lightening the linguistic load of a biology task in a well-founded way [45,81,82]. For objectivity, 10% of the sample was double-coded by two independent researchers, showing a high agreement (ICC(59,59) = 0.91, p < 0.001). ...
In this article, we analyse how to improve pre-service biology teachers’ pPCK (personal
Pedagogical Content Knowledge), professional values and motivational orientations in the field of academic and scientific language. On the basis of the theory of the Refined Consensus Model of PCK (RCM), we made a two-month quasi-experimental intervention study with 32 pre-service biology teachers. As a treatment, we trained the participants in the Plan–Teach–Reflect Cycle of enacted PCK in a school class, in the framework of a seminar. In the control group, the teaching of the cycle was replaced by presentations of their lesson plans. As dependent variables, we analysed participants’ pPCK, professional values and motivational orientations. Our results showed an increase in preservice
biology teachers’ pPCK (F(1,28) = 3.51, p = 0.04, part. η2 = 0.11, d = 0.70) and motivational orientations (F(1,23) = 29.68, p < 0.01, part. η2 = 0.56, d = 2.26) in both groups, but no effects on participants’ professional values. The teaching experience in a school class strengthened the effects both in participants’ pPCK (F(1,28) = 2.92, p = 0.04, part. η2 = 0.10, d = 0.67) and motivational orientations (F(1,23) = 7.64, p < 0.01, part. η2 = 0.25, d = 1.15). We recommend integrating the use of the Plan–Teach–Reflect Cycle of ePCK into science teacher education programmes.
... Hence, there is a need to document current practices and language usage in science classrooms to implement changes in science teacher education regarding how to interpret and use scientific language [52]. Additionally, some pre-and in-service teacher professional development initiatives that have recognized the role of scientific language in science education already exist (e.g., [37,[54][55][56][57][58][59][60][61]). Nevertheless, less is known about the long-term effectiveness of these interventions and resulting pedagogical practices in science classrooms when it comes to teaching and learning scientific language and therefore PSLK. ...
Since students’ knowledge of scientific language can be one of the main difficulties when learning science, teachers must have adequate knowledge of scientific language as well as the teaching and learning of it. Currently, little is known about teachers’ practices and, thus, teachers’ knowledge of scientific language, in general, and the teaching and learning of it (Pedagogical Scientific Language Knowledge, PSLK) in particular. For this reason, with this systematic review, we seek to identify elements of pre- and in-service primary and secondary science teachers’ PSLK. The search was conducted on the database Education Resources Information Center (ERIC) and resulted in 35 articles with empirical evidence after the selection process. The results have been deductively and inductively categorized following the framework of the Refined Consensus Model of Pedagogical Content Knowledge, elaborating elements of different knowledge categories that shape PSLK, as well as PSLK itself (e.g., knowledge of (i) scientific language role models, (ii) making scientific terms and language explicit, (iii) providing a discursive classroom, and (iv) providing multiple representations and resources). We can conclude that more research on PSLK is needed as analyzed articles are mainly based on case studies. Additionally, this paper shows a need for a stronger focus on scientific language in teacher education programs. Implications for further research and teacher education are discussed.
A core element of teacherss' professional knowledge is their Pedagogical Content Knowledge (PCK). The Refined Consensus Model of PCK defines three realms of PCK: collective PCK, personal PCK and enacted PCK. ePCK encompasses the acts of planning and reflecting on a lesson. Digital simulations allow the training of transferring pPCK to ePCK in early teacher education. Until now, it remains unclear how digital simulations could be personalized. We analyze different types of adaptation granularity for a scaffolding via cognitive activation promptspresenting a study that was completed in a three-level single factor pre-post-test design. N=115 pre-service biology teachers were randomly assigned to three treatment groups receiving scaffolds either based on a summative cPCK-score or based on situation-specific cPCK-scores or no scaffolding. A mixed ANOVA revealed a main effect of time (Huynh-Feldt F(1.87, 208.92)=53.56, p<.001) as well as of treatment (F(2, 530.39)=3.47, p=.034) and a significant interaction effect of time and treatment (Huynh-Feldt F(3.73, 208.92)=5.62, p<.001). Regardless of the adaptation modus, scaffolding led to a higher ePCK when the scaffold was presented, but only participants receiving situation-specific scaffolding had a higher ePCK in the post-test. These findings can contribute to improve teacher education by using personalized digital simulations training ePCK.
Diagnosing is an important aspect of teachers’ professional competence. To successfully diagnose classroom situations, one has to apply pedagogical content knowledge (PCK) in diagnostic activities (DA). Simulated classroom situations with embedded scaffolding can be an effective way of practising skills needed to foster diagnostic competences. In an intervention study with pre-post-test design using the video-based learning environment DiKoBi, we investigated the effects of scaffolds on the diagnostic competences of 57 pre-service biology-teachers in an early stage of university education. For the intervention, we developed two types of scaffolds: one providing additional PCK (PCK-scaffold) and one focusing on the diagnostic activities (DA-scaffold). Pre-service teachers were divided into four groups depending on the type of scaffold they received during the intervention (PCK-, PCK + DA-, DA- and control group). Pre-service teachers receiving PCK-scaffolds showed statistically significantly higher diagnostic competences in the post-test than in the pre-test. This includes the PCK- as well as the PCK + DA-group. For the other two groups, no significant improvement can be reported. Thus, we assume that the diagnostic competences of pre-service biology teachers can effectively be fostered by including PCK-scaffolds in DiKoBi and hence a minimum of PCK is necessary for successfully diagnosing in simulated classroom situations.
Teachers' diagnostic competences are essential with respect to student achievement, classroom assessment, and instructional quality. Important components of diagnostic competences are teachers' professional knowledge including content knowledge (CK), pedagogical knowledge (PK), and pedagogical content knowledge (PCK), their diagnostic activities as a specification of situation-specific skills, and diagnostic accuracy. Accuracy is determined by comparing a teacher's observation of classroom incidents with subject-specific challenges to be identified from scripted instructional situations. To approximate diagnostic situations close to real-life, the assessment of science teachers' diagnostic competences requires a situated context that was provided through videotaped classroom situations in this study. We investigated the relationship between professional knowledge (PCK, CK, PK) of 186 pre-service biology teachers, their diagnostic activities, and diagnostic accuracy measured with the video-based assessment tool DiKoBi Assess. Results of path analyses utilizing Rasch measures showed that both PCK and PK were statistically significantly related to pre-service teachers' diagnostic activities. Additionally, biology teachers' PCK was positively related to diagnostic accuracy. Considering higher effect sizes of PCK compared to PK, the findings support previous findings indicating the importance of PCK, thus demonstrating its importance in the context of subject-specific diagnosis as well.
Different constructs describe and analyze teachers’ diagnostic processes, in which situation-specific diagnostic skills are utilized to solve challenging situations of teaching and learning in class. This study compares two constructs—professional vision and diagnostic activities—with regard to their suitability for coding and analyzing data collected from interviews using think-aloud protocols with five in-service teachers, who worked in the video-based assessment tool DiKoBi Assess. For data collection, teachers watched a videotaped classroom situation on the biology-specific challenges level of students’ cognitive activities and creation of situational interest that both count as important subject-specific dimensions of instructional quality. Interviews using think-aloud protocols were transcribed and coded with distinct category systems for each construct. Analysis of coded data showed that both constructs covered several aspects of the diagnostic process. A crosstabulation of the coded data revealed that the combination of both constructs was best suited to describe and analyze the diagnostic process.
A key challenge for teachers is the evaluation of teaching and learning situations in the classroom. Video-based instruments are considered as effective tools for measuring teachers’ skills for evaluating classroom situations. This article reports the development and validation of a video-based assessment tool for measuring biology teachers’ professional vision. Analyses of interviews using think-aloud protocols with in-service biology teachers showed that they perceived the staged videos in the video-based assessment tool as authentic. Furthermore, they identified biology-specific dimensions of instructional quality in the videos, and used aspects of professional vision while reasoning about the identified situations. Thus, results indicate the suitability of the video-based assessment tool for capturing professional vision with the potential to be used in further interventions within teacher education programs.
Unterrichtsvideos sind zu einem vielfach verwendeten Lern- und Reflexionsmedium in der Lehrpersonenaus- und -fortbildung geworden, wobei aktuelle Projekte unterschiedliche Ziele verfolgen und die didaktisch-methodischen Ansätze variantenreich sind. Der Beitrag fokussiert die Förderung der Wahrnehmungs- und Analysekompetenz durch Unterrichtsvideos und präsentiert Forschungsbefunde zu instruktionalen und problembasierten Lehr-Lern-Konzepten sowie zum Einsatz der Videotypen «eigenes Unterrichtsvideo» und «fremdes Unterrichtsvideo». Dabei wird besonders darauf eingegangen, wie emotional-motivationale Prozesse die Analyse von Unterrichtsvideos beeinflussen. Auf der Basis der Befunde werden vier Empfehlungen für die Planung videobasierter Seminare in der Lehrpersonenaus- und -fortbildung formuliert.
This study investigates beginning U.S. elementary teachers’ competence for teaching mathematics and its development during teacher preparation and into the first two years of full-time teaching. Data are drawn from three longitudinal case studies and include the Classroom Video Analysis survey, classroom observations and interviews about teachers’ instructional decisions, and whole-day shadowing. A multi-case study design was used to examine the processes of perception, interpretation, and decision making in participants’ comments on video clips of teaching episodes and in reflections about their own teaching. Findings support the central role of these processes in teacher competence and the generative power of reflections revolving around student thinking and tools, such as classroom discourse and visuals. Teachers’ communities also played an important role in teachers’ decision making. A model of teacher competence from a situated perspective is proposed and the Classroom Video Assessment is discussed as a measure of teacher competence in context.
The article shows by analysis of (co-)variance in high stakes test items (of the central exam ZP 10 in North-Rhine Westphalia) that language proficiency is the background factor with the strongest connection to mathematics achievement, among all social and linguistic background factors. A differential functional analysis, analysis of written products and clinical interviews offer a deeper understanding of this connection and therefore a contribution to the empirical investigation of obstacles for students with low language proficiency in high stakes tests which refer also to the cognitive function of language beyond reading obstacles.
This article describes a fixed pattern of assumptions about language learning implicit in the idea of a national language, and explores their role in failure in the multilingual, multicultural classroom. These examples are drawn from Europe, but they raise important issues for multilingual countries like South Africa with a dominant language of education.In hierdie artikel word 'n gevestigde patroon van aannames ondersoek oor die aanleer van 'n taal soos dit duidelik na vore kom in die opvatting oor 'n nasionale taal; verder word die rol wat dit by mislukking in die veeltalige, multikulturele klaskamer speel, ontleed. Hierdie voorbeelde word aan Europa ontleen, maar dit bring belangrike vraagstukke na vore in veeltalige lande soos Suid-Afrika waar 'n dominante taal van onderrig voorkom.
In this paper, the state of research on the assessment of competencies in higher education is reviewed. Fundamental conceptual and methodological issues are clarified by showing that current controversies are built on misleading dichotomies. By systematically sketching conceptual controversies, competing competence definitions are unpacked (analytic/trait vs. holistic/real-world performance) and commonplaces are identified. Disagreements are also highlighted. Similarly, competing statistical approaches to assessing competencies, namely item-response theory (latent trait) versus generalizability theory (sampling error variance), are unpacked. The resulting framework moves beyond dichotomies and shows how the different approaches complement each other. Competence is viewed along a continuum from traits that underlie perception, interpretation, and decision-making skills, which in turn give rise to observed behavior in real-world situations. Statistical approaches are also viewed along a continuum from linear to nonlinear models that serve different purposes. Item response theory (IRT) models may be used for scaling item responses and modeling structural relations, and generalizability theory (GT) models pinpoint sources of measurement error variance, thereby enabling the design of reliable measurements. The proposed framework suggests multiple new research studies and may serve as a “grand” structural model.
In this study, we present an approach to validating the video-based Observer Extended Research Tool, which empirically captures prospective teachers’ professional vision in a standardized yet contextualized way. We extended the original Observer tool with the aim of providing a reliable, efficient measure for subpopulations in different consecutive phases of teacher education (university and induction phase). Therefore, we expand the measure to include a broader spectrum of knowledge about effective teaching by drawing on a cognitive process-oriented teaching and learning model while at the same time the number of test items is shortened to ensure a economically manageable assessment tool. In the validation study, we tested the extent to which the extension meets the criteria of context validity, reliability, and sensitiveness for different subpopulations. The participants were 317 preservice teachers and teacher candidates who worked with the Observer Extended Research Tool. Measurement quality was investigated using methods of item response theory. Our results confirm that the Observer Extended Research Tool provides a reliable measure of description, explanation, and prediction as aspects of professional vision within and across different subpopulations in teacher education.
This contribution concerns itself with the fundamental questions of interest development and the promotion of interest in instruction. Against the background of the Person-Object-Theory of interest, the general characteristics of interest constructs were illustrated and findings on the alterability of (average) specific interests experienced by students were presented. At the center of the theoretical deliberations stand the principles of a functional theory of interest genesis which are not only explained through the regularity of alterations due to development, but also on the basis of psychological mechanisms. A postulation is made that in addition to the cognitive-rational components of the formation of intention, the qualities of experience gained through actions taken also plays a central role. Emotional experiences have a special significance with respect to the three "fundamental psychological needs" for perception of competence, autonomy and social relationship.
Professional vision has been identified as an important element of teacher expertise that can be developed in teacher education. It describes the use of knowledge to notice and interpret significant features of classroom situations. Three aspects of professional vision have been described by qualitative research: describe, explain, and predict classroom sitautions. We refere to these aspects in order to model professional vision. We developed a video-based instrument to empirically test the model. The results show that our measure to assess aspects of professional vision differentiates between description, explanation, and prediction. The study provides insight into the structure of professional vision, allowing us to conceptualize it theoretically and discuss the target use for teaching and formative assessment of preservice teachers.
In initial teacher education, it is a challenge to foster the development of teaching skills proximal to classroom action. In this study, the impact of a combined practical and theoretical university-based term on preservice teachers’ professional vision is investigated by a video-based approach to supervising their knowledge acquisition and assessing their learning outcomes. Participants were N = 109 preservice teachers attending a 5-month theory practice term guided through video-based courses about effective teaching and learning. We measured their changes in professional vision using the video-based tool Observer. Our results show that preservice teachers positively change their professional vision during the theory practice term, especially if they show low entry levels at the beginning. Their notes on the observed teaching lessons illustrate these changes.
Research on teachers’ professionalism and professional development has increased in the last two decades. A main focus of this line of research has been the cognitive component of teacher professionalism, i.e., professional knowledge. Most of the previous studies on teacher knowledge—such as the Learning Mathematics for Teaching (LMT) (Hill et al. 2004), the Professional Competence of Teachers, Cognitively Activating Instruction, and Development of Students´ Mathematical Literacy (COACTIV) (Baumert et al. 2010), and the Mathematics Teaching in the 21st Century (MT21) (Schmidt et al. 2007) studies—have been conducted in the field of mathematics teachers’ pedagogical content knowledge (PCK) and content knowledge (CK). There have been few comparable studies conducted with science teachers, especially biology teachers. To fill the gap, this study examines the development and use of instruments to measure biology teachers’ CK and PCK. In particular, this study describes a method to develop reliable, objective, and valid instruments measuring teachers’ CK and PCK in four steps by the use of empirical data of students. Additionally, the study explores whether CK and PCK might be measured as separate knowledge categories by using a paper-and-pencil test. This paper presents a theoretical model that guides test development and provides steps to develop and validate the instruments. Details are also provided regarding the computation of the Rasch scale score measures for 158 biology teachers. The results indicate that the instruments measured teachers’ CK and PCK in an objective, valid, and reliable way. This suggests that the new instruments can be used in combination with classroom observations to examine teaching quality and further its relation to student learning.
One main focus of teacher education research concentrates on teachers’ pedagogical content knowledge (PCK). It has been shown that teachers’ PCK correlates with teaching effectiveness as well as with students’ achievement gains. Teachers’ PCK should be analyzed as one of the main important components to evaluate professional development programs. On this account, it is necessary to develop standardized measures of biology teachers’ topic-specific PCK that are labor-efficient. This paper presents a study on the development, evaluation, and validation of a paper-and-pencil test to measure biology teachers’ declarative PCK on the topic of blood and the human cardiovascular system. The development of the test was based, among other considerations, on a review of research literature on PCK and an analysis of 50 videotaped biology lessons. The final test instrument was comprised of 15 items distributed across 2 scales. The findings of the main study—with 93 preservice and in-service biology teachers and 12 biologists—confirmed that this measure of biology teachers’ declarative PCK was reliable, objective, and valid. In-service biology teachers scored higher on the test than preservice teachers (effect size Cohen’s d, 0.65) on one hand and, also, than biologists (Cohen’s d, 1.00) on the other hand. Future versions of this test should explore enlarging the scales and measuring procedural aspects of PCK.
Im Rahmen des vom BMBF geförderten Projektes „Professionswissen von Lehrkräften in den Naturwissenschaften“ (ProwiN) werden das professionelle Wissen von Lehrkräften und des-sen Auswirkungen auf den Unterricht erfasst. Für die Konzeption der entsprechenden Pper/Pencil-Tests werden Items theoriebasiert entwickelt. Das zugrunde gelegte theoretische Modell dient der systematischen Operationalisierung des Professionswissens in den Dimensi-onen Fachwissen, fachdidaktisches Wissen und pädagogisches Wissen. Mit dem Bezug auf dieselben theoretischen Dimensionen wird außerdem eine Vergleichbarkeit zwischen den drei naturwissenschaftlichen Fächern Biologie, Chemie und Physik hergestellt. In diesem Beitrag wird das entwickelte theoretische Modell vorgestellt und in seinen fachspezifischen Ausprä-gungen erläutert.
Schlüsselwörter: Testentwicklung, Professionswissen, Naturwissenschaften, Modell, Evaluati-on
The present study, funded by the German Federal Ministry of Education and Research, quan-tifies science teachers’ professional knowledge. To do so, paper/pencil tests are developed, and test items are designed based on a theoretical model. The reasons for this approach are twofold: First, the underlying theoretical model serves as a systematic operationalization of teachers’ professional knowledge distinguishing the dimensions content knowledge, pedagog-ical content knowledge and pedagogical knowledge. Second, referring to the same dimensions ensures the comparability of the three subjects biology, chemistry and physics in which profes-sional knowledge will be quantified. This article presents the developed theoretical model and explains its subject-specific characteristics.
Keywords: model, professional knowledge, test development, science, evaluation
This study investigates teachers’ pedagogical content knowledge, professional beliefs, work-related motivation, and self-regulation as aspects of their professional competence. Specifically, it examines how these aspects impact instruction and, in turn, student outcomes. In a nationally representative sample of 194 German secondary school mathematics classes, multiple measures were used to assess teacher competence, instructional quality, and students’ achievement and motivation. The effect of teachers’ professional competence on student outcomes was estimated in a 1-year repeated-measures design. Two-level structural equation models revealed positive effects of teachers’ pedagogical content knowledge, enthusiasm for teaching, and self-regulatory skills on instructional quality, which in turn affected student outcomes. In contrast, teachers’ general academic ability did not affect their instruction. The multidimensional model of teachers’ professional competence introduced in this article seems suited to stimulate further research on the personal indicators of teacher quality. (PsycINFO Database Record (c) 2013 APA, all rights reserved)
Im Rahmen der Reform der Lehrerausbildung in Deutschland sind Praxisphasen und die Gestaltung der Lernbegleitung Studierender wahrend dieser Phasen besonders im Blick. Dabei fehlen bislang Analysen von Zusammenhangen zwischen der Lernbegleitung und den Kompetenzeinschatzungen von Lehramtsstudierenden in Praxisphasen. Die Studie untersucht die Veranderung subjektiver Kompetenzeinschatzungen von Lehramtsstudierenden und betrachtet Zusammenhange dieser mit der wahrgenommenen Lernbegleitung im Rahmen eines Praxissemesters. Hierzu wurden N = 221 Lehramtsstudierende vor und nach einem Praxissemester schriftlich befragt. Die Ergebnisse zeigen systematische Zusammenhange zwischen der universitaren Lernbegleitung und den Veranderungen in den Kompetenzeinschatzungen der Studierenden. Insbesondere die wahrgenommene Lernbegleitung in den universitaren Begleitseminaren stellt einen Pradiktor fur die Zuwachse in den Kompetenzselbsteinschatzungen wahrend des Praxissemesters dar.
Mathematics and science education reforms encourage teachers to base their instruction in part on the lesson as it unfolds in the classroom, paying particular attention to the ideas that students raise. This ability to adapt instruction in the moment requires that teachers be able to notice and interpret aspects of classroom interactions that are key to reform teaching. This paper defines what it means to "notice" in the context of reform and describes a multimedia tool designed to help teachers learn to do so. The authors then report on a study in which six mathematics and science teachers seeking secondary teaching certification used the software to examine teaching. The results suggest that use of the software helped the teachers to develop new ways to analyze instruction. Specifically, the teachers began to identify particular events in their classroom interactions as noteworthy, to more frequently use specific evidence to discuss these events, and to provide their own interpretations of these events. This research adds to our understanding of teacher cognition and also has implications for those who are designing and implementing teacher education in the context of reform.
This article examines a variety of work currently going on across the country in newly created hybrid spaces to more closely connect campus courses and field experiences in university-based preservice teacher education. It is argued that the old paradigm of university-based teacher education where academic knowledge is viewed as the authoritative source of knowledge about teaching needs to change to one where there is a nonhierarchical interplay between academic, practitioner, and community expertise. It is argued that this new epistemology for teacher education will create expanded learning opportunities for prospective teachers that will better prepare them to be successful in enacting complex teaching practices.
This study investigates mathematics teacher learning in a video-based professional development environment calledvideo clubs. In particular, the authors explore whether teachers develop professional vision, the ability to notice and interpret signif- icant features of classroom interactions, as they participate in a video club. Analysis for the study is based on data from two year-long video clubs in which teachers met monthly to watch and discuss video excerpts from each others' classrooms. Participating in a video club was found to influence the teachers'professional vision as exhibited in the video club meetings, in interviews outside of the video club meetings, and in the teachers'instructional practices. These results suggest that profes- sional vision is a productive lens for investigating teacher learning via video. In addition, this article illustrates that video clubs have the potential to support teacher learning in ways that extend beyond the boundaries of the video club meetings themselves.
English-Language Learners (ELLs, English-Learners, ELs) are a particularly challenging sector of the student population in United States schools. They constitute an increasingly larger presence in most school districts, growing 51 percent in ten years to 5.1 million in 2006. Despite becoming more common, schools have yet to figure out ways to meet the needs of these students, who continue to lag behind in most academic achievement measures. Although "English-Language-Learner" is an important demographic category, the designation is problematic as a reference point for teaching practice among teachers and teacher educators. In this article the author argues for a shift in the definition of teaching practice for teachers and teacher educators away from "English learners" toward "language use for academic purposes" as a perspective from which to examine their practice. This self-study is an instance of a teacher educator interested in experiential, hands-on pedagogy to foster critical language awareness among preservice teachers. The author begins by proposing a re-conceptualization of teaching and teacher preparation in terms of learning outcomes, not student types. He argues that "English-Language-Learners" is (a) both too broad and not inclusive enough, (b) likely to elicit views of students as deficient, (c) not conducive to "one-size-fits-all" approaches (Reyes, 1992), and (d) lacking a widely-accepted theory or model to explain the relationship between teaching and learning. He then analyzes his students' developing awareness of academic language after completing two PLTs, one in English, the other in Spanish. After discussing findings, the author closes with conclusions and recommendations regarding academic language use as another form of pedagogical content knowledge. (Contains 1 table and 3 notes.)
This study uses an experimental approach to investigate effects that analyzing videos of one’s own versus others’ teaching and experience with video has on teacher learning, particularly on knowledge activation and professional vision (N = 67). Teachers who analyzed their own teaching experienced higher activation, indicated by higher immersion, resonance, and motivation. Contrary to our assumptions differences with regard to professional vision were not straightforward. In tendency, teachers noticed more relevant components of teaching and learning but were less self-reflective with regard to articulating critical incidents.Research highlights► Teachers who analyzed their own teaching experience higher activation, indicated by higher immersion, resonance, and motivation. ► Contrary to our assumptions differences with regard to professional vision are not straightforward. ► In tendency, teachers notice more relevant components of teaching and learning but are less self-reflective with regard to articulating critical incidents.
Understanding value stability and change is essential for understanding values of both individuals and cultures.Yet theoretical thinking and empirical evidence on this topic have been scarce. In this article, the authors suggest a model outlining processes of individual value change. This model proposes that value change can occur through automatic and effortful routes. They identify five facilitators of value change (priming, adaptation, identification, consistency maintenance, and direct persuasion) and consider the moderating role of culture in each. In addition, the authors discuss the roles of culture, personal values, and traits as general moderators of value change. Evidence on the structure of value change and the effects of age on value change are also reviewed.
Im Projekt „LUV - Lernen aus Unterrichtsvideos“ wurde untersucht, inwieweit sich Kompetenzen von Lehrpersonen in der Analyse von Unterricht mit Hilfe eines standardisierten videobasierten Einschätzverfahrens erfassen lassen. Ausgangspunkt war die Annahme, dass professionelle Wissensstrukturen bei Lehrpersonen kontext- und situationsgebunden sind und Videoaufzeichnungen
dementsprechend diese Wissensstrukturen aktivieren können. In diesem Beitrag werden Ergebnisse zu drei Fragestellungen berichtet: (1) Akzeptanz der videogestützten Erfassung von Kompetenzen, (2) Facetten der Analysekompetenz von Unterricht, (3) Unterschiede zwischen Gruppen unterschiedlicher Expertise. Die Versuchspersonen (Lehrkräfte) beurteilten mit standardisierten Einschätzverfahren Videoclips aus dem Physikunterricht in der computerbasierten Lernumgebung LUV. Insgesamt wurden drei Personengruppen unterschiedlicher Expertise untersucht: Studierende des Lehramts (N = 19), erfahrene Lehrpersonen (N = 96) und Schulinspektoren (N = 20). Die Ergebnisse der Skalierungen zeigen, dass die Analysekompetenz der Lehrkräfte in den drei Facetten des Beschreibens, Erklärens und Bewertens von Unterrichtsszenen zuverlässig erfasst werden konnte. Tests auf Unterschiede zwischen den drei Expertisegruppen zeigen die höchste Analysekompetenz für die Gruppe der Schulinspektoren, gefolgt von den erfahrenen Lehrpersonen und den Lehramtsstudierenden. Von allen Teilnehmenden wurde die videogestützte Auseinandersetzung mit Unterrichtsszenen als anregend wahrgenommen und akzeptiert.
Video is commonly used in teacher preparation programs. Teacher educators use video for various purposes. In this study, we
describe the Learning to Learn from Mathematics Teaching project. In this project, video is used to develop pre-service teachers’
(PSTs) orientations, knowledge and skills for analyzing and reflecting on mathematics teaching in ways that generate knowledge
for improvement. We discuss the ways we have used video in a course aimed at developing elementary PSTs’ abilities to learn
from teaching. In addition, we report on a study that investigated PSTs’ changes in lesson analysis abilities as a result
of participating in the course.
Die professionelle Wahrnehmung von Unterricht stellt einen zentralen Bestandteil von Lehrerexpertise dar. Sie zeigt an wie Lehrpersonen Unterricht professionell beobachten und interpretieren und sollte bereits früh im Studium ausgebildet werden. Voraussetzung dafür bilden adäquate Methoden zur Erfassung von Kompetenzen im Bereich der professionellen Wahrnehmung von Unterricht. Bisher fehlt es allerdings an standardisierten und dennoch kontextualisierten Instrumenten, um die Struktur und die Entwicklung professioneller Unterrichtswahrnehmung adäquat zu erfassen und zu beschreiben. Ein zentrales Ziel des Projekts Observe stellt die Entwicklung eines videobasierten, standardisierten Diagnoseinstruments zu Erfassung professioneller Unterrichtswahrnehmung dar, welches die in der Lehrerforschung bisher eingesetzten „weichen“ Instrumente deutlich erweitert. In diesem Beitrag wird über (1) den theoretischen Ansatz und die Fragestellungen, (2) die Methode im Sinne der Instrumentenentwicklung und Pilotierungsstudie, sowie (3) über die Ergebnisse nach einem Jahr Projektarbeit berichtet. In diesem Zeitraum konnte durch die Kombination aus videographierten Unterrichtssequenzen und standardisierten Rating-Items ein inhaltlich valides Instrument entwickelt werden. Zudem zeigen die Ergebnisse aus der Pilotierungsstudie (N=40 Lehramtsstudierende), dass es mit dem OBSERVER gelingt, eine hohe Akzeptanz bei Lehramtsstudierenden in Bezug auf die Bearbeitung des Instruments Observers zu erreichen. (DIPF/Autor)
Mönch, C. & Markic, S. (2021). Exploring Future Chemistry Teachers’ Pedagogical Scientific Language Knowledge. In I. Devetak (Ed.), Book of abstracts: 9th European Variety in University Chemistry Education Conference: EUROVARIETY 2021 (p. 95). University of Ljubljana. www.eurovariety2021.si/Book%20of%20abstracts.pdf
Der durch Migrationen hervorgerufene sprachliche und kulturelle Wandel der Gesellschaft ist unübersehbar und unüberhörbar. Die Frage aber, welche Herausforderungen dem Bildungswesen hieraus erwachsen und wie dieses sie lösen kann, findet in der Pädagogik im allgemeinen recht wenig Beachtung. Die zentrale These dieser Studie lautet, daß das nationalstaatlich verfaßte deutsche Bildungswesen im 19. Jahrhundert ein monolinguales Selbstverständnis herausbildete. Dieses Selbstverständnis regiert die Schule bis heute – und zwar um so sicherer, als der Vorgang seiner Herausbildung selbst im Vergessen versunken ist. Unter den Umständen wachsender Pluralität in der Schülerschaft aber, die sich als Konsequenz der Migration für Bildung und Erziehung eingestellt hat, erweist sich dieses Selbstverständnis mehr und mehr als dysfunktional: Es begrenzt die Kompetenzen, die zur Bewältigung der Komplexität schulischer Arbeit unter den Umständen sprachlicher Vielfalt nötig sind. Die Untersuchung konzentriert sich auf Entwicklung, Wandlung und jetzige Erscheinungsformen der monolingualen Orientierung im Lehrberuf. Im Kern steht die Frage, wie es zur „Vernatürlichung“ der Vorstellung kam, daß die Schule einsprachig organisiert sein müsse, daß sich Bildung am besten im Medium einer einzigen Sprache vollziehe und daß die Entfaltung von Einsprachigkeit in der Nationalsprache der ganze Zweck der Bildung sei. Vorgestellt werden außerdem die Sicht- und Handlungsweisen heutiger Lehrerinnen und Lehrer, die alltäglich vor der Aufgabe stehen, eine vielsprachige und kulturell heterogene Schülerschaft zu unterrichten.
Wie und mit welchen Konsequenzen stehen Sprache und Bildung in Migrationsgesellschaften in einem prekarisierten Verhältnis? Der Band knüpft an Arbeiten zu Migrationspädagogik und Rassismuskritik an und vertieft mit seinem Fokus auf Sprache einige in diesem Kontext aufgeworfene Fragen. Sprache ist gleichzeitig Medium der Kommunikation sowie Gegenstand und Mittel der Instruktion in Bildungseinrichtungen; darüber hinaus werden über den Umgang mit Sprache(n) hegemoniale Diskurse zu Migration (re)produziert. Die Beiträge, u.a. von Inci Dirim, Paul Mecheril und Brigitta Busch, erkunden diese Bedeutungsproduktion, ihre Mechanismen sowie mögliche Transformationen eines prekarisierten Verhältnisses.
This study explores the structure of teacher cognition by investigating the relation of teachers' professional vision with pedagogical content knowledge and beliefs in the domain of elementary science education. An investigation using a video-based assessment approach on professional vision revealed that all three constructs are substantially associated but still separable. Latent correlations did not differ across master students (n = 113) and in-service teachers (n = 110) though in-service teachers had greater professional vision, pedagogical content knowledge and less transmissive beliefs. This suggests a stable structure of teacher cognition. Moreover, results indicate that especially transmissive beliefs hinder observing classroom situations in a professional way.
Tanja Tajmel entwickelt eine intersektionale Perspektive auf naturwissenschaftliche Bildung und Physikunterricht im Kontext von Migration und Mehrsprachigkeit. Ausgehend vom Recht auf Bildung und unter Einbeziehung sozial- und sprachwissenschaftlicher Ansätze argumentiert die Autorin analytisch-theoriebildend die Grundzüge einer ‚Reflexiven Physikdidaktik‘, deren Anliegen ein diskriminierungsfreier Zugang zu Bildung ist. Mit der Modellierung einer ‚kritisch-reflexiven Sprachbewusstheit‘ legt die Autorin die Grundlage für eine reflexive Praxis der schulischen Sprachbildung, die sie an Beispielen exploriert.
Der Inhalt
Disparitäten der naturwissenschaftlichen Bildung als soziale Ungleichheit• Diversität, Differenz und Macht in der physikdidaktischen Forschung
• Fachkultur und Sprache als Barrieren des Bildungszugangs
• Deutsch als Zweitsprache und Critical Language Awareness
• Kritische Sprachbewusstheit als reflexive Professionalität
Die Zielgruppen
• Dozierende und Studierende des Lehramts, insbesondere naturwissenschaftlicher Fächer, sowie der Bereiche Sprachbildung und Deutsch als Zweitsprache
• Praktikerinnen und Praktiker im Bereich Schule sowie in der Aus- und Fortbildung von Lehrkräften
Die AutorinTanja Tajmel promovierte im Fachbereich Didaktik der Physik an der Humboldt-Universität zu Berlin und ist Dozentin für Deutsch als Zweitsprache. Zu ihren Forschungsschwerpunkten zählen Sprache im Fachunterricht und Diskriminierung im Zugang zu naturwissenschaftlicher Bildung.
This study examined the effects of teachers’ biology-specific dimensions of professional knowledge – pedagogical content knowledge (PCK) and content knowledge (CK) – and cognitively activating biology instruction, as a feature of instructional quality, on students’ learning. The sample comprised 39 German secondary school teachers whose lessons on the topic neurobiology were videotaped twice. Teachers’ instruction was coded with regard to cognitive activation using a rating manual. Multilevel path analysis results showed a positive significant effect of cognitive activation on students’ learning and an indirect effect of teachers’ PCK on students’ learning mediated through cognitive activation. These findings highlight the importance of PCK in preservice biology teachers’ education. Items of the rating manual may be used to provide exemplars of concrete teaching situations during university seminars for preservice teacher education or professional development initiatives for in-service teachers.
This chapter looks at the role of language in the teaching and learning of chemistry, and some of the problems associated with it. Language and mathematics are the pillars on which chemistry (and other sciences) stand. All teaching and learning is done through the medium of language, written and spoken. Language is often a major barrier for the novice in learning chemistry. Expert chemists tend to think that it is only the terminology and symbols of chemistry that present problems. However, there are other language-related problems which make chemistry difficult for students, for example, the use of nontechnical terms in chemistry which have a different meaning to their use in everyday discourse. The problems of language are amplified for non-native speakers, who are learning the language of chemistry along with the language of instruction. This chapter reviews some of the areas of difficulty and suggests some teaching strategies to reduce the barrier and facilitate a novice's mastery of chemical language.
Although emerging consensus exists that practice -based approaches to teacher preparation assist in closing the distance between university coursework and fieldwork experiences and in assuring that future teachers learn to implement innovative research-based instructional strategies, little empirical research has investigated teacher learning from this approach. This study examines the impact of a video and practice-based course on pre-service teachers’ mathematics classroom practices and analysis of their own teaching. Two groups of elementary pre-service teachers participated in the study—one attended the course and one did not. Findings reveal that the course assisted participants in making student thinking visible and in pursuing it further during instruction and in conducting evidence-based analyses of their own teaching. Conclusions discuss the importance of teaching these skills systematically during teacher preparation.
In the United States, about one third of new teachers being hired are drawn from alternative certification programs. One way to address controversy about the differences among the training experiences of teachers in traditional certification programs, fast-track alternative programs, and residency alternative programs is to examine teacher reports of how well prepared they felt in their 1st year of teaching. Using data from the 2003-2004 Schools and Staffing Survey, this study addresses questions about 1st-year teachers’ backgrounds and about their feelings of preparedness. Alternatively certified teachers are found to feel somewhat less well prepared than traditionally certified teachers. Results also show that 1st-year teachers who have fewer types of education coursework and shorter field experiences feel less well prepared than teachers whose pedagogical preparation is more complete. Finally, this study suggests important implications for program administration and policy and for methodologies used in teacher education research.
We discuss the expectancy–value theory of motivation, focusing on an expectancy–value model developed and researched by Eccles, Wigfield, and their colleagues. Definitions of crucial constructs in the model, including ability beliefs, expectancies for success, and the components of subjective task values, are provided. These definitions are compared to those of related constructs, including self-efficacy, intrinsic and extrinsic motivation, and interest. Research is reviewed dealing with two issues: (1) change in children's and adolescents' ability beliefs, expectancies for success, and subjective values, and (2) relations of children's and adolescents' ability-expectancy beliefs and subjective task values to their performance and choice of activities.
