How Preservice Teachers Perform in Teaching Events Regarding Generic Teaching and Learning Components

Abstract

This study focuses on the assessment of educational-psychological teacher competencies regarding generic teaching and learning (TL) components in initial university-based teacher education. Based on the approximations-of-practice (AoP) framework, simulated teaching events (M-Teach) with different formats (tutoring, small group) were developed. In a validation study, it was asked to what extent preservice teachers show teaching skills discriminating students in their teaching quality. Furthermore, the relationship between performances in different M-Teach formats was investigated and compared with teaching in real classrooms. Finally, how preservice teachers experience teaching in M-Teach events and how their subjective experience is related to their performance was analyzed. As a sample, a full cohort of preservice teachers in the fifth semester of a Bachelor teacher education program in Germany (N = 89) participated. All participants taught two M-Teach formats of tutoring and small group teaching based on a standardized instruction and research design procedure. Video analysis of M-Teach event performance revealed that preservice teachers show relevant teaching skills with variations in teaching quality. The performance scores show a quite high stability between different formats (tutoring, small group) and are systematically related to performance in classroom teaching. Participants judge self-efficacy as high and the challenge of implementation as medium to low. The findings indicate that M-Teach events show a high fidelity for formative assessment purposes and can be used in further studies as measures for assessing the acquisition of relevant teaching skills in the area of educational-psychological competencies.

Diagnosing 6th Graders’ Understanding of Decimal Fractions: Fostering Mathematics Pre-Service Teachers’ Diagnostic Competences with Simulated One-on-One Interviews

“…This complexity may overstrain unexperienced learners and impede their learning. If such situations are included in early phases of teacher education, a central problem is to find a balance between tasks' authenticity and their complexity (Seidel et al, 2015). Therefore, Grossman et al (2009b) propose a "decomposition of practice" into its basic components in order to reduce complexity and so-called approximations of practice, which enable pre-service teachers "to engage in practices that are more or less proximal to the practices" (p. 2056) of their future profession.…”

“…Therefore, Grossman et al (2009b) propose a "decomposition of practice" into its basic components in order to reduce complexity and so-called approximations of practice, which enable pre-service teachers "to engage in practices that are more or less proximal to the practices" (p. 2056) of their future profession. Based on the above, Seidel et al (2015) provide a differential clarification of the relation between these two goals:…”

“…To achieve this, the pre-service teachers working as standardized students received a 10-hour acting training in three sessions. The training concept was based on prior research on micro-teaching events (Seidel et al, 2015) and role-play simulations in medicine (Stegmann et al, 2012). After a brief introduction to misconceptions on decimals and diagnosing mathematics skills, the actors were introduced to the interview setting, the technical environment and the diagnostic tasks, and the case profiles.…”

A Theoretical Framework for Fostering Diagnostic Competences with Simulations in Higher Education

“…The aim of a simulation is to arrive at a better understanding of the interconnections between the variables in the system or to put different strategies to test (Frasson & Blanchard, 2012;Shannon, 1975;Wissenschaftsrat., 2014). Thus, a central goal of simulations teaching diagnostic competences is to provide training opportunities in which learners can take diagnostic actions on cases with a certain similarity to professional practice (Seidel et al, 2015;Shavelson, 2013). Both digital simulations and face-to-face role-plays have been used as simulation-based learning environments.…”

Die Entwicklung der Professionellen Unterrichtswahrnehmung im Lehr-Lern-Labor Seminar

“…Sie konnte zeigen, dass die PU verstärkt abhängig vom pädagogischen Wissen über Theorien zum Lehren und Lernen ist, und nicht vom domänenspezifischen Wissen der Studierenden. Die hohen Korrelationen zwischen den Facetten der PU decken sich mit den Ergebnissen von Stürmer et al (2015). Die drei Dimensionen hängen offensichtlich zusammen (Stürmer et al, 2012), können aber als verschiedene Facetten aufgefasst werden .…”