Professionelle Unterrichtswahrnehmung von Lehramtsstudierenden

Jahn, Gloria; Stürmer, Kathleen; Seidel, Tina; Prenzel, Manfred

doi:10.1026/0049-8637/a000114

Cited by 19 publications

(14 citation statements)

References 20 publications

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“…Analyses of the psychometric properties of the instrument based on item response theory have confirmed that the Observer tool provides a valid and reliable assessment of professional vision (Jahn et al 2014;Seidel and Stürmer 2014). In two scaling…”

Section: Methodsmentioning

confidence: 90%

Factors Within University-Based Teacher Education Relating to Preservice Teachers’ Professional Vision

Stürmer

Könings

Seidel

2014

Vocations and Learning

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Section: Methodsmentioning

confidence: 90%

Factors Within University-Based Teacher Education Relating to Preservice Teachers’ Professional Vision

Stürmer

Könings

Seidel

2014

Vocations and Learning

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“…Student responses were compared to the expert norm and recoded into 0 = miss expert rating and 1 = hit expert rating . Analyses of the psychometric properties of the instrument based on Item Response Theory (IRT) have confirmed that the Observer provides a valid and reliable assessment of professional vision (Jahn, Stürmer, Seidel, & Prenzel, 2014;Seidel et al, 2010b). In two scaling studies with more than 1,000 preservice teachers from different universities who were educated for various school tracks (i.e., primary, secondary), three models that might describe the structure of professional vision (one-, two-, and three-dimensional) were applied and scaling results were compared.…”

Section: Assessing Professional Vision: the Observer Toolmentioning

confidence: 99%

Assessing Professional Vision in Teacher Candidates

Stürmer¹,

Seidel²

2015

Zeitschrift für Psychologie

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In this study, we present an approach to validating the video-based Observer Extended Research Tool, which empirically captures prospective teachers’ professional vision in a standardized yet contextualized way. We extended the original Observer tool with the aim of providing a reliable, efficient measure for subpopulations in different consecutive phases of teacher education (university and induction phase). Therefore, we expand the measure to include a broader spectrum of knowledge about effective teaching by drawing on a cognitive process-oriented teaching and learning model while at the same time the number of test items is shortened to ensure a economically manageable assessment tool. In the validation study, we tested the extent to which the extension meets the criteria of context validity, reliability, and sensitiveness for different subpopulations. The participants were 317 preservice teachers and teacher candidates who worked with the Observer Extended Research Tool. Measurement quality was investigated using methods of item response theory. Our results confirm that the Observer Extended Research Tool provides a reliable measure of description, explanation, and prediction as aspects of professional vision within and across different subpopulations in teacher education.

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“…Zur Untersuchung der professionellen Unterrichtswahrnehmung von (angehenden) Lehrkräften liegen bereits validierte fachunabhängige (Jahn et al 2014 Um das Konstrukt situative Beobachtung und Wahrnehmung änderungssensitiv und zeitökonomisch zu messen, bietet es sich an, das Instrument auf einen mathematischen Inhaltsbereich zu fokussieren -auch wenn frühe mathematische Bildung verschiedene mathematische Inhaltsbereiche adressieren sollte (Benz et al 2015). Da die zentrale Rolle arithmetischer Basisfertigkeiten für die mathematische Entwicklung empirisch gut belegt ist (bspw.…”

Section: Potenzielle Einflussfaktoren Auf Situative Beobachtung Und Wunclassified

Situative Beobachtung und Wahrnehmung angehender frühpädagogischer Fachpersonen im Bereich Mathematik – Entwicklung und Validierung eines Testinstruments

2020

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ZusammenfassungFrühe mathematische Bildung findet in der Kindertagesstätte insbesondere in spontanen Alltagssituationen statt. Damit diese Alltagssituationen zu natürlichen Lernsituationen für die Kinder werden, müssen (angehende) frühpädagogische Fachkräfte zunächst das mathematische Potenzial in diesen Situationen erkennen. Diese Fähigkeit zur situativen Beobachtung und Wahrnehmung ist bisher unzureichend erforscht, was unter anderem auf begrenzte Methoden zur standardisierten Erfassung dieses Konstrukts zurückzuführen ist. Um diesem Bedarf zu begegnen, wurde das videobasierte Testinstrument Vimas_num zur Erfassung der Fähigkeit zur situativen Beobachtung und Wahrnehmung angehender frühpädagogischer Fachpersonen im Bereich Mengen und Zahlen entwickelt. Auf der Grundlage von drei aufeinander aufbauenden Studien wird die Validität verschiedener Aspekte der Testwertinterpretation untersucht. Die Ergebnisse geben Hinweise auf die Validität der Testwertinterpretation in Bezug auf den Testinhalt, die interne Struktur des Tests und die Zusammenhänge mit theoretisch verbundenen Konstrukten.

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Professionelle Unterrichtswahrnehmung von Lehramtsstudierenden

Cited by 19 publications

References 20 publications

Factors Within University-Based Teacher Education Relating to Preservice Teachers’ Professional Vision

Factors Within University-Based Teacher Education Relating to Preservice Teachers’ Professional Vision

Assessing Professional Vision in Teacher Candidates

Situative Beobachtung und Wahrnehmung angehender frühpädagogischer Fachpersonen im Bereich Mathematik – Entwicklung und Validierung eines Testinstruments

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