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Beitrag 114

Prerequisites for successful teacher education – A long term study to identify valid candidates

 

The central question linked to teacher selection processes is: which constructs have to be assessed? Models that define teacher competencies (e.g. Baumert & Kunter, 2013) define goals of teacher education, rather than prerequisites. But following the dynamic interactions view (Klassen & Kim, 2017) we argue, that those prerequisites make teacher training more effective for some students than for others.

The presented project tries to assess action orientation in pre-service teachers as a prerequisite of a successful academic teacher training. Action orientation (Kuhl & Beckmann, 1994) is a psychological construct that can account for achievement as well as for psychological well-being. In defining action orientation as an instance of self-regulation it can be integrated in teacher competency models (Baumert & Kunter, 2013) that try to explain how successful teachers differ from those who are neither effective nor happy in their job.

Based on questionnaire data we identified four clusters of students with diverging abilities to overcome failure and transfer plans into actions. Correlational data on motivation, learning strategies and teacher personality emphasizes the validity of the clusters. Based on this classification different needs for support can be inferred and implications for educational interventions can be drawn. In a second study the clusters were replicated and connected to academic achievement and academic progress. Those data were collected as part of a long term study, for which we found a unique way to connect self-report questionnaire data with objective data on academic achievement and study progress provided by the university administration. Preliminary data, after one year of training show, that individuals with higher action orientation scores receive better grades and show higher gain in accumulated course credits.

We found high correlations between action orientation and self-regulation measures, adding evidence to our assumption that action orientation, as an instance of self-regulation, can be integrated in teacher competency models. The implications for Teacher Education that might be drawn from our results are: 1) There is diversity in the fit students show to demands in teacher education. 2) Teacher education institutions have to adapt to this diversity, e.g. by offering training, flexibility in curricula or counselling. 3) Teachers in teacher education programs have to be prepared for diversity in students and need to acknowledge in the multitude of factors contributing to academic success.

 

References

Baumert, J., & Kunter, M. (2013). The COACTIV Modell of Teachers' Professionel Competence. In M. Kunter, J. Baumert, W. Blum, U. 

Klusmann, S. Krauss, & M. Neubrand (Eds.), Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers: Results from the COACTIV Project. New York, Heidelberg: Springer.

Klassen, R. M., & Kim, L. E. (2017). Assessing critical attributes of prospective teachers: Implications for selection into initial teacher education programmes. In D. W. Putwain & K. Smart (Eds.), British Journal of Educational Psychology Monograph Series II: Psychological Aspects of Education (pp. 5–22). Oxford: Wiley.

Kuhl, J., & Beckmann, J. (Eds.). (1994). Volition and Personality: Action Versus State Orientation. Göttingen, Bern, Seattle, Toronto: Hogrefe & Huber Publishers.

Dewey, J. (1938). Experience & Education. New York: Kappa Delta Pi.

Tigchelaar, A., Vermunt, J.D. & Brouwer, N. (2012). Patterns of development in second-career teachers’ conceptions of learning and teaching. Teaching and Teacher Education, 28 (4), 1163-1174.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.