Intensive longitudinal studies typically examine phenomena that vary across time, individuals, contexts, and other boundary conditions. This poses challenges to the conceptualization and identification of replicability and generalizability, which refer to the invariance of research findings across samples and contexts as crucial criteria for trustworthiness. Some of these challenges are specific to intensive longitudinal studies, others are similarly relevant for the work with other complex datasets that contain multilayered sources of variation (individuals nested in different types of activities or organizations, regions, countries, etc.)This article opens with discussing the reasons why research findings may fail to replicate. We then analyze reasons why research findings may falsely appear to be non-replicable when in fact they were as such replicable, but lacked generalizability due to heterogeneity between samples, subgroups, individuals, time points, and contexts. Following that, we propose conceptual and methodological approaches to better disentangle non-replicability from non-generalizability and to better understand the exact causes of either problem. In particular, we apply Lakatos’s proposition to examine not only whether but under what boundary conditions a theory is a useful description of the world, to the question whether and under which conditions a research finding is replicable and generalizable. Not only will that contribute to a more systematic understanding of and research on replicability and generalizability in longitudinal studies and beyond, but it will also be a contribution to what has been called the heterogeneity revolution (Bryan et al., 2021; Moeller, 2021).

Learning in a teaching practicum is highly intraindividual. However, to date, this dynamic process has been investigated mainly through trait-like, interindividual (between-person) statistics, whereas a state-like intraindividual (within-person) perspective, especially regarding motivation, has been rarely applied. This study aimed to disentangle the basic needs of 115 preservice teachers into their trait-like, interindividual and state-like, intraindividual proportions using biweekly measurement occasions. This analytical approach allowed us to relate preservice teachers’ situational basic needs satisfaction to specific learning occasions in the practicum. Applying a random intercept cross-lagged panel model, we found generally few carry-over effects from measurement occasion to measurement occasion. Furthermore, negative cross-lagged interrelations between competence and autonomy as well as competence and relatedness were found at the beginning of the teaching practicum. School mentoring predicted the general satisfaction of all three basic needs. Implications of this new analytical perspective for further research are discussed.

Motivational and emotional characteristics influence teachers’ reflections on video clips from their own teaching. However, utility values and the role of emotional cost have not been considered yet in video-based research in teacher education. In the present study, 102 student teachers were randomly assigned to an intervention group (IG) with video-based documentation of a lesson and systematic writing assignment or to a control group (CG) with protocol-based documentation of a lesson and writing assignment. Multigroup latent change score analysis indicated that IG participants, on average, showed a 0.52 SDs higher increase in utility values than the CG three months after the teaching practicum. Emotional cost was negatively related to baseline utility-value scores but predicted latent change scores positively after the writing assignment. The study adds to the current repertoire of video-based learning opportunities by providing a systematic writing assignment targeting student teachers’ interpretation of experiences to leverage motivation.

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ZusammenfassungUnterrichtsgespräche stellen die gängige Praxis der Interaktion zwischen Lehrpersonen und Schüler*innen dar. Die Etablierung lernförderlicher Unterrichtsgespräche stellt Lehrpersonen allerdings häufig vor Herausforderungen. Die Forschung zeigt, dass Einstellungen zur dialogischen Unterrichtsgesprächsführung, die als besonders lernförderlich gelten, für eine erfolgreiche Umsetzung bedeutsam sind. Die Studie untersucht erstmals die Einstellungen zur dialogischen Unterrichtsgesprächsführung (Dialogic Teaching) von angehenden Grundschullehrpersonen im Verlauf ihres Langzeitpraktikums. Zudem werden die Einstellungen zur emotionalen Unterstützung von Schüler*innen sowie die Einstellungen zum Lehren und Lernen als Prädiktoren in den Blick genommen. In der Studie wurden N = 189 Studierende des Grundschullehramts zu Beginn und am Ende ihres Langzeitpraktikums befragt. Die Ergebnisse aus den Latent-Change-Modellen zeigen positive Veränderungen der drei Dimensionen von Dialogic Teaching: Sowohl in der (1) Rahmung dialogischer Gesprächsanlässe, (2) Initiierung von Schüler*innenbeiträgen und (3) Förderung dialogischer Beteiligung verändern sich die Einstellungen im Verlauf des Praktikums positiv. Des Weiteren sagen die Einstellungen zum konstruktivistischen Lernen und Lehren signifikant die Veränderungen in den Einstellungen zur Förderung dialogischer Beteiligung vorher. Im Beitrag werden Implikationen für die weitere Forschung und Lehrer*innenbildung aufgezeigt.