Der BilWiss-2.0-Test

Kunina‐Habenicht, Olga; Maurer, Christina; Wolf, Katharina; Holzberger, Doris; Schmidt, María Alicia; Dicke, Theresa; Teuber, Ziwen; Koć-Januchta, Marta; Lohse-Bossenz, Hendrik; Leutner, Detlev; Seidel, Tina; Kunter, Mareike

doi:10.1026/0012-1924/a000238

Cited by 20 publications

(12 citation statements)

References 26 publications

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“…Previous pedagogical experiences (as a substitute teacher or assistant teacher) were captured according to König et al (2013), adding the number of experiences in month. Pedagogical knowledge was assessed using the 23-item subscale classroom instruction from the original German version of the standardized knowledge test Bilwiss (Kunina-Habenicht et al 2020). The standardized test includes subdimensions consisting of 23 multiple-choice items, 16 items with a binary response format ("true"/"not true") and seven items with a four-category response format as a multiple-choice question.…”

Section: Methodsmentioning

confidence: 99%

Reflect on your teaching experience: systematic reflection of teaching behaviour and changes in student teachers’ self-efficacy for reflection

Hußner,

Lazarides,

Symes

et al. 2023

Z Erziehungswiss

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Reflecting on teaching experience is meaningful in teacher education because it enables student teachers to evaluate their professional behaviours in the classroom and to develop new instructional strategies. Little is known, however, about the motivational aspects of the reflection process, such as self-efficacy for reflection. Self-efficacy is an important resource in teacher education which relates negatively to stress and burnout, and positively to professional behaviour. This longitudinal intervention study with data from N = 600 student teachers investigates how self-efficacy for reflection can be enhanced over the course of one semester. Our findings show that student teachers’ self-efficacy increased significantly in an intervention group in which student teachers systematically reflected on teaching situations in the context of micro-teaching experiences. There was no increase in self-efficacy in the control group in which student teachers did not teach in schools, nor systematically reflect. The increase in self-efficacy for reflection in the intervention group was moderated by previous pedagogical experiences in teaching of student teachers. Our findings are discussed for further development in teacher training.

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Section: Methodsmentioning

confidence: 99%

Reflect on your teaching experience: systematic reflection of teaching behaviour and changes in student teachers’ self-efficacy for reflection

Hußner,

Lazarides,

Symes

et al. 2023

Z Erziehungswiss

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“…Teachers' educational knowledge was assessed using the original version of the subscale "classroom instruction" from the standardized knowledge test for teachers "BilWiss 2.0" (Kunina-Habenicht et al, 2020). The classroom instruction subscale comprises 23 multiple-choice items and assesses teachers' knowledge in different areas of classroom instruction (e.g., classroom management, cooperative learning, dealing with student mistakes).…”

Section: Covariatesmentioning

confidence: 99%

Tracing the signal from teachers to students: How teachers’ motivational beliefs longitudinally relate to student interest through student-reported teaching practices.

Lazarides¹,

Schiefele²,

Hettinger³

et al. 2023

Journal of Educational Psychology

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Theoretical models have suggested that teachers' motivational beliefs relate to various student academic outcomes through particular teaching practices, and that teachers' motivational beliefs and teaching practices are reciprocally interrelated. However, these relations have rarely been tested in longitudinal work. We extend previous research by (a) examining whether mathematics teachers' self-efficacy and interest longitudinally relate to student mathematics interest through student-reported teaching practices (classroom management, socioemotional support, cognitive activation) and by (b) testing reciprocal relations between teachers' motivational beliefs and student-reported teaching practices. Participants were 50 mathematics teachers (66.0% female) and their n = 959 students (47.9% girls; Mage: 14.20, SD = .62). Longitudinal multilevel models revealed different paths from teachers' motivational beliefs to students' interest: a "behavioral management path" from teacher self-efficacy for classroom management (Time 1) to student interest (Time 3) through student-perceived classroom management (Time 2), an "affective support path" from teacher self-efficacy for engagement (Time 1) to student interest (Time 3) through socioemotional support (Time 2), and a "cognitive instruction path" from teacher educational interest (Time 1) to student interest (Time 3) through cognitive activation (Time 2). We did not find reciprocal relations between teachers' motivational beliefs and their teaching practices. Our findings suggest that different dimensions of teachers' motivational beliefs are associated with different teaching practices, which in turn relate to student motivation. Educational Impact and Implications StatementOur findings show that there are multiple paths that explain the relations between different teachers' motivational beliefs and students' mathematics interest: a behavioral management path, an affective support path, and a cognitive instruction path. Different facets of teachers' motivational beliefs are thus of varying importance for students' subject interest. Our results emphasize the need to develop and implement intervention programs that successfully increase teachers' motivational beliefs, because these beliefs are associated with teachers' use of beneficial teaching practices in the classroom. Such intervention programs, however, promise to be effective only when school authorities and education policymakers contribute to teachers' motivation by enhancing teachers' working conditions, such as relieving them of administrative tasks.

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“…Wiederholt wird konstatiert: Was inhaltlich in den Bildungswissenschaften im Lehramtsstudium studiert wird, unterliege dem Zufall (Lohmann et al 2011, S. 271;Terhart 2020), ihre Themen stünden "im Ruf außerordentlicher Beliebigkeit" (Lüders 2018, S. 43), und ein Kerncurriculum existiere nicht. Zudem erschwert die Vielfalt der Auffassungen von bildungswissenschaftlichem Wissen (Kunina-Habenicht et al 2020;Kunter et al 2017) die Herausbildung eines "Expertenkonsenses bezüglich der Relevanz bestimmter bildungswissenschaftlicher Themen" (Lüders 2018, S. 57). Auch zeigt sich eine breite disziplinäre und paradigmatische Herkunft bildungswissenschaftlichen Wissens (Cramer 2016;Kunina-Habenicht et al 2012;Rürup und Schuchart 2010).…”

Section: Theoretischer Rahmen Und Forschungslageunclassified

Was sind Bildungswissenschaften? Systematik vielfältiger Auffassungen in der wissenschaftlichen Literatur

Schreiber

Cramer

2023

Z Erziehungswiss

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ZusammenfassungUnter Bildungswissenschaft(en) wird in der wissenschaftlichen Literatur Unterschiedliches verstanden. So ist etwa in der disziplinären Erziehungswissenschaft und institutionalisierten Lehrer:innenbildung eine Vielfalt an Auffassungen von Bildungswissenschaft(en) zu beobachten. Zudem stehen die sich mit Bildungswissenschaft(en) verbindenden (teil‑)disziplinären Perspektiven, Methoden, Themen, Bezugstheorien usw. recht unverbunden nebeneinander. Bleiben die pluralen Auffassungen implizit, erschwert dies potenziell die Professionalisierung in der Lehrer:innenbildung sowie die Wissenschaftskommunikation in der Erziehungswissenschaft. Im Beitrag werden anhand eines systematisch-inhaltsanalytischen Vorgehens (Conceptual Systematic Review) die sich in der Literatur findenden Auffassungen von ‚Bildungswissenschaft(en)‘ bezüglich der Häufigkeit ihres Auftretens und ihrer Zusammenhänge analysiert. Im systematisch identifizierten Korpus finden sich 17 unterschiedliche Auffassungen von ‚Bildungswissenschaft(en)‘. In definitorischer Perspektive dominieren Auffassungen von Bildungswissenschaft(en) als ‚Komponente der Lehrer:innenbildung‘ oder als ‚(Neu‑)Bezeichnung für Pädagogik und Erziehungswissenschaft‘. Diskursiv sind Auffassungen von Bildungswissenschaft(en) im Sinne einer ‚kompetenzorientierten Neuordnung‘ und einer ‚reflexiven Ausweitung‘ prominent. Werden die Auffassungen nach ihrem Zusammenhang betrachtet, zeigen sich drei Cluster, die inhaltlich entweder auf die disziplinäre Struktur der Erziehungswissenschaft, die institutionellen Aufgaben der Lehrer:innenbildung oder ein methodisch engeres Forschungsprogramm verweisen. Im Ergebnis werden so die Vielfalt der Auffassungen expliziert und mögliche Relationierungen (Verhältnisbestimmungen) erleichtert. Die Vielfalt und einzelne Auffassungen von Bildungswissenschaft(en) werden aus Perspektive der disziplinären Erziehungswissenschaft sowie der institutionalisierten Lehrer:innenbildung diskutiert.

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Der BilWiss-2.0-Test

Cited by 20 publications

References 26 publications

Reflect on your teaching experience: systematic reflection of teaching behaviour and changes in student teachers’ self-efficacy for reflection

Reflect on your teaching experience: systematic reflection of teaching behaviour and changes in student teachers’ self-efficacy for reflection

Tracing the signal from teachers to students: How teachers’ motivational beliefs longitudinally relate to student interest through student-reported teaching practices.

Was sind Bildungswissenschaften? Systematik vielfältiger Auffassungen in der wissenschaftlichen Literatur

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