Die Entwicklung des bildungswissenschaftlichen Kompetenzerlebens angehender Lehrerinnen und Lehrer im Studienverlauf
The Developement of Pre-service Teachers´ Self-assessment
Angela Ittel y Sonja Mohr
Cite this publication as
Angela Ittel, Sonja Mohr, Die Entwicklung des bildungswissenschaftlichen Kompetenzerlebens angehender Lehrerinnen und Lehrer im Studienverlauf (2015), Beltz Juventa, 69469 Weinheim, ISSN: 0340-4099, 2015 #04, S.284
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Descripción / Abstract
In der vorliegenden Studie wird die Veränderung der Selbsteinschätzung bildungswissenschaftlicher Kompetenz (Unterrichten, Erziehen, Beurteilen und Innovieren) von Lehramtsstudierenden an technischen Universitäten im Studienverlauf betrachtet. Zunächst wird auf ein theoretisches Modell zur Entwicklung professioneller Kompetenz Bezug genommen sowie daran anschließend mögliche Prädiktoren des Kompetenzerlebens diskutiert. Anhand von Daten einer Längsschnittstudie wird mittels Fixed-Effects-Regressionsmodellen die Frage beantwortet, wie sich die Veränderung von ausgewählten Prädiktoren (z. B. Berufswahlmotiven) auf die Entwicklung des Kompetenzerlebens im Studienverlauf auswirkt. Zusammengefasst zeigen die Ergebnisse, dass die Veränderung von berufsunspezifischen Persönlichkeitsmerkmalen sowie die Veränderung von Berufswahlmotiven nur marginal in Zusammenhang mit der Entwicklung des Kompetenzerlebens in den Bereichen Unterrichten, Erziehen und Beurteilen stehen. Von stärkerer Bedeutung sind die Zufriedenheit mit dem Studium und die Sicherheit mit der Berufswahlentscheidung für die Entwicklung des Kompetenzerlebens. Die praktische Relevanz der Ergebnisse und die Grenzen der Studie werden diskutiert.
Schlüsselwörter: Fixed-Effects-Regression, Lehrerbildung, Berufswahlmotivation, Lehrerpersönlichkeit, Bildungswissenschaften
The present study examines the development of pre-service teachers´ self-assessed, educational competencies while enrolled in teacher preparation programs through German technical universities. In particular, the analysis focuses on intra-individual patterns of change in self-assessed competencies. First, a theoretical model is presented to describe the development of pre-service teachers´ competence and the operationalization of self-assessments in teacher education programs. Also, we highlight related research findings and discuss possible predictors of pre-service teachers´ educational competencies. Through implementation of fixed effects regression models, the effects of the development of particular predictors (e. g. personality traits) on the development of the self-assessment of competencies are determined. Results indicate there are little to no associations between the development of personality traits or motivation to become a teacher with the development of the educational competencies. Instead, educational competency was more accurately predicted by teachers´ satisfaction with their preparation programs, as well as teachers´ confidence in career choice. Furthermore, we found that strengthening these predictors leads to an increase in the self-assessment of a particular competence. The significance of the results and limitations of the study are discussed.
Keywords: fixed effects regression, teacher education, teacher personality
Schlüsselwörter: Fixed-Effects-Regression, Lehrerbildung, Berufswahlmotivation, Lehrerpersönlichkeit, Bildungswissenschaften
The present study examines the development of pre-service teachers´ self-assessed, educational competencies while enrolled in teacher preparation programs through German technical universities. In particular, the analysis focuses on intra-individual patterns of change in self-assessed competencies. First, a theoretical model is presented to describe the development of pre-service teachers´ competence and the operationalization of self-assessments in teacher education programs. Also, we highlight related research findings and discuss possible predictors of pre-service teachers´ educational competencies. Through implementation of fixed effects regression models, the effects of the development of particular predictors (e. g. personality traits) on the development of the self-assessment of competencies are determined. Results indicate there are little to no associations between the development of personality traits or motivation to become a teacher with the development of the educational competencies. Instead, educational competency was more accurately predicted by teachers´ satisfaction with their preparation programs, as well as teachers´ confidence in career choice. Furthermore, we found that strengthening these predictors leads to an increase in the self-assessment of a particular competence. The significance of the results and limitations of the study are discussed.
Keywords: fixed effects regression, teacher education, teacher personality