Validating a model of effective teaching behaviour of pre-service teachers

Abstract

Although effective teaching behaviour is central for pupil outcomes, the extent to which pre-service teachers behave effectively in the classroom and how their behaviour relates to pupils' engagement remain unanswered. The present study aims to validate a theoretical model linking effective pre-service teaching behaviour and pupil's engagement, incorporating the role of context and teacher characteristics. The study included a sample of 264 pre-service teachers from 64 secondary schools throughout the Netherlands. Preservice teachers were observed using the International Comparative Analysis of Learning and Teaching to measure effective teaching behaviour and pupils' engagement. We used multilevel modelling to account for the hierarchical structure in the data. Results show that the quality of teaching behaviour of pre-service teachers is below that of experienced teachers. Class size and (partly) teacher gender explain differences in the quality of teaching behaviour. All domains of teaching behaviour are related to pupil engagement, with classroom management and clarity of instruction showing the strongest relationships with academic engagement compared to the other domains. The results make it plausible to approximate minimum standards for the assessment of pre-service teachers based upon a normative criterion based on the impact on pupils' academic engagement.

Student Perceptions in Measuring Teaching Behavior Across Six Countries: A Multi-Group Confirmatory Factor Analysis Approach to Measurement Invariance

“…However, our study revealed that differentiation and teaching learning strategies were perceived less positively in Netherlands. This finding is consistent with past studies indicating that Dutch teachers are still struggling with the implementation of these two teaching domains in their daily classroom practices (Maulana et al, 2017).…”

“…This framework has been integrated in teacher education as well as in in-service teacher professional development across the country (van Tartwijk et al, 2014). In addition, the integration of teaching effectiveness frameworks into some Dutch teacher education programs and teacher professional development has also been done, putting a strong importance of learning climates as a pre-requisite for more effective teaching behavior (Maulana et al, 2017). On the other hand, the relatively low rating of Indonesian teachers on learning climate may also be associated with the still commonly applied student-centered teaching approach (de Ree, 2016;Fasih et al, 2018).…”

The effects of a digital formative assessment tool on spelling achievement: Results of a randomized experiment

“…Finally, it will be worth investigating how teachers can be equipped for using the feedback they receive on student progress for differentiating their teaching. It is generally known that differentiating instruction in line with differences between students is a very complex task for which teachers are only trained to a limited extent during their pre-service and in-service training (Maulana, Helms-Lorenz, & Van de Grift, 2016). We need to investigate what effective teaching with DFATs entails and how the skills needed for such forms of teaching can be trained effectively.…”

Perceived classroom goal structures as predictors of students’ personal goals

“…As illustrated by the example above, the question of how to enhance students' motivation is still a major challenge for secondary school teachers worldwide (OECD, 2015). For example, Maulana et al (2017) indicated that motivating students is one of the most complex competences for teachers: in the Netherlands, less than 60% of the teachers succeed in involving students in the classroom by using activating instruction. In line with these findings, the OECD (2015) report indicated that many Dutch students are not motivated.…”