Structuring the lesson: an empirical investigation of pre-service teacher decision-making during the planning of a demonstration lesson

Krepf, Matthias; König, Johannes

doi:10.1080/02607476.2022.2151877

Cited by 4 publications

(3 citation statements)

References 25 publications

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“…There is a lack of high‐quality instruments to assess science teachers' lesson planning competence, in general, and their ability to write proper lesson plans, in particular (Krepf & König, 2022). This study aimed to build an argument for the validity of the interpretations of the RALP scores by considering multiple sources of validity evidence (AERA, APA, & NCME, 2014; Brookhart, 2018; Jonsson & Svingby, 2007) and applying this novel instrument to a sample of N = 100 prospective science teachers to gain further insights into the development of lesson planning competence.…”

Section: Discussionmentioning

confidence: 99%

“…Although lesson plans are crucial, for example, in the German teacher training system (KMK, 2019; König et al, 2020; Neumann et al, 2017), a theoretically framed scoring rubric applicable to all kinds of science lessons and tested for validity (Table 1) comprising empirically tested criteria to evaluate the quality of written lesson plans (Krepf & König, 2022) are still missing. Such a rubric would offer a twofold advantage: First, it might facilitate comparability between teacher educators' assessment of lesson plan quality in teacher education and thus reduce the impact of teacher educators' subjective preferences.…”

Section: Problem Statement and Research Questionsmentioning

confidence: 99%

“…However, empirical research on lesson planning as a situation‐specific skill of (prospective) science teachers is still scarce (Campbell et al, 2022; König et al, 2021). Krepf and König (2022, p. 14) argue that “there are hardly any scientifically proven criteria for the analysis and evaluation of written lesson plans, therefore [we] consider it an important task of empirical teacher education research to present suitable procedures for the assessment of written lesson plans.” Specifically, Kang (2017) points out that “research on teachers' planning was often conducted in a controlled setting to uncover cognitive decisions made by teachers. Researchers tend to rely on either teacher self‐reported data or data generated from think‐aloud methods […].…”

Section: Introductionmentioning

confidence: 99%

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Assessing the quality of science teachers' lesson plans: Evaluation and application of a novel instrument

Großmann,

Krüger

2023

Science Education

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Lesson planning is a core part of teachers' professional competence. Written lesson plans play a significant role in science teacher education as a preparation for demonstration lessons during the final teacher certification exam. However, the few existing scoring rubrics on lesson plans are not particularly theoretically sound and are barely tested for the validity of score interpretations. In response to the demand for transparent and applicable criteria, we developed the rubric to assess science lesson plans (RALP) to assess science teachers' lesson plan quality. We employed a mixed‐methods approach: First, we present multiple sources of validity evidence (based on test content, internal structure, relations to other variables, and consequences of testing) as mainly quantitative indicators for the quality of the RALP. Based upon that, we applied the RALP to lesson plans written by preservice and trainee science teachers (N = 100) and provided a qualitative analysis of six cases to illustrate common patterns in these lesson plans. Results indicate that teacher educators consider the RALP criteria (N = 24) relevant and objectively applicable. Correlation analyses of the scores and two teacher educators' holistic quality assessment of all lesson plans provide convincing evidence that the RALP can discriminate lesson plan quality levels. Moreover, comparisons between preservice science teachers and trainee science teachers reveal that trainee teachers score significantly higher than preservice teachers, indicating that the RALP is sensitive to differences in teaching and planning experience. The application and in‐depth analysis of three criteria of the RALP illustrate these differences in levels of planning quality. We discuss possible applications of the RALP in science teacher education and research in science teaching.

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Section: Discussionmentioning

confidence: 99%

Section: Problem Statement and Research Questionsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Assessing the quality of science teachers' lesson plans: Evaluation and application of a novel instrument

Großmann,

Krüger

2023

Science Education

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Unterrichtsplanungskompetenz von (angehenden) Deutschlehrkräften der Sekundarstufe: Testkonstruktion und Validierung

et al. 2022

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ZusammenfassungVorgestellt wird ein neu entwickelter Test zur Erfassung von situationsspezifischen Fähigkeiten der Unterrichtsplanung im Fach Deutsch bei (angehenden) Lehrkräften der Sekundarstufe. Drei komplexe Textvignetten zur Kontextualisierung von typischen Planungssituationen sowie anschließende Testfragen beziehen sich auf kognitive Anforderungen der Unterrichtsplanung: Fachwissenschaftliche Aufbereitung, Zielklarheit, Strukturierung, Didaktische Adaptivität. Anhand von vier Untersuchungsstichproben (Bachelor- und Masterstudierende, Referendar*innen, Junglehrkräfte) werden Fragestellungen zur Reliabilität und Validität bearbeitet. Die Ergebnisse verdeutlichen eine reliable eindimensionale Messung, auch die vier unterschiedenen kognitiven Anforderungen können über Subskalen reliabel gemessen werden. Mit zunehmender Unterrichtserfahrung schneiden die vier Untersuchungsstichproben im Test besser ab, die Gruppenmittelwerte sind jedoch nur zwischen Referendar*innen und Junglehrkräften einerseits und Bachelor- sowie Masterstudierenden andererseits signifikant. Das (über einen zusätzlichen Test erfasste) deutschdidaktische Wissen hat auch über die vorhandene Unterrichtserfahrung hinausgehend einen statistischen Einfluss auf die Planungskompetenz. Implikationen der erzielten Befunde werden mit Blick auf zukünftige Forschung diskutiert.

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Digital Pedagogy for Sustainable Education Transformation: Enhancing Learner-Centred Learning in the Digital Era

Huang,

Adarkwah,

Liu

et al. 2024

Front. Digit. Educ.

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Structuring the lesson: an empirical investigation of pre-service teacher decision-making during the planning of a demonstration lesson

Cited by 4 publications

References 25 publications

Assessing the quality of science teachers' lesson plans: Evaluation and application of a novel instrument

Assessing the quality of science teachers' lesson plans: Evaluation and application of a novel instrument

Unterrichtsplanungskompetenz von (angehenden) Deutschlehrkräften der Sekundarstufe: Testkonstruktion und Validierung

Digital Pedagogy for Sustainable Education Transformation: Enhancing Learner-Centred Learning in the Digital Era

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