Investigating effects of the quality of field experiences and personality on perceived teaching skills in German pre-service teachers for secondary schools

Biermann, Antje; Karbach, Julia; Spinath, Frank M.; Brünken, Roland

doi:10.1016/j.tate.2015.06.005

Cited by 27 publications

(23 citation statements)

References 52 publications

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“…On the other hand, aims of OTTC is known clearly, yet there is not adequate information as to what the pre-service teachers gain through the teaching practice regarding HC (Biermann, Karbach, Spinath & Brunken, 2015). Langhout and Mitchell (2008) focused on the question that "how does the hidden curriculum challenge the teacher's vision of creating an academically engaging learning environment for all students?"(p.594).…”

Section: Research Problemmentioning

confidence: 99%

Opening Black-Box of Teaching-Practice: Pre-service Teachers’ Learning from the Hidden Curriculum Perspective

2021

ilkonline

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The main purpose of the study is to reveal the hidden learning-outcomes gained through teaching practice of pre-service teachers regarding hidden curriculum (HC) perspective. After a nineweek teaching practice course, the pre-service teachers (n=11) attended to a single case study. An interview related to their in-class learning experiences was implemented. Finally, based on the HC, a deductive content analysis was conducted. Results indicated that totally 11 learning themes were determined. Even though themes have a complex structure on their own, they explicitly show that hidden learning outcomes reflect three basic learning domains as "learning to learn (LL)", "learning the profession (LP)" and "learning to be an expert (LBE)". As a conclusion, the results have been discussed in terms of HC, teachers' professional development, the teaching profession, metacognition, and official teacher training curriculum (OTTC) perspectives.

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Section: Research Problemmentioning

confidence: 99%

Opening Black-Box of Teaching-Practice: Pre-service Teachers’ Learning from the Hidden Curriculum Perspective

2021

ilkonline

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“…First, we used student ratings of teachers' instructional quality to identify high-quality teachers, as we argued that student reports are a valid source of information on teachers' instructional quality. Therefore, we avoided shared-method variance, which is present in studies using teachers' self-reports on the quality of their instruction (Biermann, Karbach, Spinath, & Brünken, 2015) or using student ratings' of teaching quality together with student ratings of the teachers' personality (Kim et al, 2018). However, the ratings of students might be influenced by their opinions on what high-quality teachers are, instead of actually on ratings of their teachers' instructional quality (cf.…”

Section: Limitations and Future Researchmentioning

confidence: 99%

The Predictive Validity of Teachers’ Personality, Cognitive and Academic Abilities at the End of High School on Instructional Quality in Germany: A Longitudinal Study

Roloff¹,

Klusmann

Lüdtke

et al. 2020

AERA Open

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The present study investigated to what degree teachers’ personality traits, cognitive abilities, and academic abilities (high school GPA), which were assessed at the end of high school as well as grades from the first and second state examinations of teacher education, predict later instructional quality. The study combined ratings of instructional quality from 3,768 German secondary school students and their 113 teachers with up to 10 years between assessment of teachers’ personality traits, cognitive abilities, as well as academic abilities at the end of high school and student ratings of instructional quality. Multilevel regression analyses revealed that agreeableness, high school GPA, and the second state examination grade predicted teachers’ instructional quality.

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“…The selection of people suitable for the profession, the experiences in the education process are important determinants of teacher effectiveness in the following periods. With the developments in personality measurements in recent years, discussions on whether personality traits should also be considered as a criterion in the selection of teachers and therefore teacher candidates have been on the agenda again (Biermann, Karbach, Spinath & Brünken, 2015;Corcoran & O'Flaherty, 2016;Kim, Dar-Nimrod & MacCann, 2018). However, although teacher competencies are an indispensable feature in the context of education, when the subject is evaluated in terms of the definition of a good teacher, very few answers were related to competence (Vorkapić, 2015).…”

Section: Introductionmentioning

confidence: 99%

Do the Personality Traits of Teacher Candidates Predict the Perception of Self-Efficacy and Alienation from School?

Sarı¹,

Atik²,

Çelik³

2021

Participatory Educational Research

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Certain personality traits have been associated with effective teacher behavior for many years. In addition, in recent years, there has been a growing interest in the discussion of the evaluation of personality traits as criteria in the selection of teacher candidates. However, researchbased evidence was needed on how personality traits affect teacher candidates. This study examined the relationship between teacher candidates' personality traits and their self-efficacy perceptions and their alienation from school. The research was designed in the correlational research design. The participants of the study consisted of 516 teacher candidates studying at two universities, one is in the West and the other is in the East of Turkey. Descriptive statistics and multiple linear regression analysis were used to analyze the data. The results of the research showed that the personality traits of the teacher candidates significantly predicted their self-efficacy perceptions and their alienation from the school when gender and department selection decision were controlled.Extraversion, openness, conscientiousness, and agreeableness positively predicted teachers' self-efficacy, whereas neuroticism predicted negatively. Unexpectedly, extraversion positively predicted the normlessness dimension of alienation from school. The results were discussed in the context of the evaluation of personality traits in the selection of teacher candidates and the teacher training process.

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Investigating effects of the quality of field experiences and personality on perceived teaching skills in German pre-service teachers for secondary schools

Cited by 27 publications

References 52 publications

Opening Black-Box of Teaching-Practice: Pre-service Teachers’ Learning from the Hidden Curriculum Perspective

Opening Black-Box of Teaching-Practice: Pre-service Teachers’ Learning from the Hidden Curriculum Perspective

The Predictive Validity of Teachers’ Personality, Cognitive and Academic Abilities at the End of High School on Instructional Quality in Germany: A Longitudinal Study

Do the Personality Traits of Teacher Candidates Predict the Perception of Self-Efficacy and Alienation from School?

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