lek – longitudinal study of general pedagogical knowledge of
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LEK – Longitudinal Study of General Pedagogical Knowledge of Student Teachers
On the impact of institutional factors on general pedagogical knowledge
EARLI SIG 11 Conference 2012 in Bergen, Norway Christina Watson, M.A. University of Paderborn Dr. Andreas Seifert University of Paderborn Prof. Dr. Johannes König University of Cologne
Outline State of the Field Research Questions Methodology Findings Discussions
EARLI SIG 11 Conference 2012 in Bergen, Norway
State of the Field
EARLI SIG 11 Conference 2012 in Bergen, Norway
Teacher Education
Science/Research Politicians KMK „definition of standards and
competences“
Bologna Declaration
(1999) School/Students
Standards for teaching methodology and specific
sciences
Educational Standards
Outcome-Orientation
Effects of quality
LEK-Study
• Detailed description and longitudinal modeling of the general pedagogical knowledge of future teachers
• Ascertainment of the intended, implemented and attained curriculum • Examination of the impact of individual and institutional attributes on
performance development • Survey of self-assessments of competencies
Aims of the LEK Study
The Longitudinal Study Motivational, Volitional and Social
Dispositions and Abilities
Professional Competence of Teachers
Cognitive Abilities and Profession-Related Knowledge
Content Knowledge
Professional Opinions and Value
Systems: Beliefs
Motivational Orientations
Pedagogical Content Knowledge
General Pedagogical Knowledge
(according to Baumert & Kunter, 2006; Blömeke et al., 2008)
Institution D – study program and structure
Institution C – study program and structure Institution B – study program and structure
Study design:
Institution A – study program and structure
Previous Knowledge • General and specific
abilities • Pedagogical experience • Pedagogical Knowledge
Demographic
Characteristics
Opportunities to Learn (MP 2) • Specifiying the
opportunities to learn in pedagogics that students attend
• Specifying the qualiy of the opportunities to learn
• Information about activities in the internship
Outcome (MP 2) • General
Pedagogical Knowledge
• Self-assessment of competencies
Preconditions for Learning (MP 1)
Sample: Target group: Student Teachers in the 1st respectively 4th Semester Inquiry Period: Winter Semester 08/09 (MP 1), Summer Semester 10 (MP 2) Sample Size: MP 1 = 645 (32,2 % of the Population) MP 2 = 351 (21,0 % of the Population) Panel = 261 Involved Universities: University of Erfurt University of Cologne University of Paderborn University of Passau
The Longitudinal Study
Research Questions • What is the focus of the (educational)
curriculum? • Do the institutional factors show any impact on
general pedagogical knowledge? Purpose: • Identification and comparison of the study
programme of the four participating universities • Generating approaches to explain differences in
the development of performance
EARLI SIG 11 Conference 2012 in Bergen, Norway
Methodology • Distinction:
– Intended curriculum analysis of the study and examination regulations
– Implemented curriculum Realized curriculum (courses and timetables)
– Attained curriculum earnings of the intended and implemented curriculum (Test
results of pedagogical knowledge (t2) (cf. McDonnell 1995)
EARLI SIG 11 Conference 2012 in Bergen, Norway
Methodology
EARLI SIG 11 Conference 2012 in Bergen, Norway
Component of the educational science study
program
Apects of the internship
Descriptions of the modules Extent of the internship
Content analysis of the competencies
Content requirements Areas of cognitive
requirement
Methodology
EARLI SIG 11 Conference 2012 in Bergen, Norway
Component of the educational science study
program
Apects of the internship
Descriptions of the modules Extent of the internship
Content analysis of the competencies
Content requirements Areas of cognitive
requirement
Findings – Main Contents
EARLI SIG 11 Conference 2012 in Bergen, Norway
Main Contents EF K PB PA*
education 1 1 3 2
teacher profession - 5 1 1
didactic and methodology 4 5 4 1 learning, development, and socialization as well as motivation for learning and achievement 5 2 3 3
differentiation, integration, and promotion as well as diagnostics, evaluation, and counselling 2 3 2 2
media education 2 - 1 1
school development - 3 4 1
educational research 2 2 1 2
Adding the descriptions of competences to the framework of the KMK (2004)
Findings – Cognitive Requirement
EARLI SIG 11 Conference 2012 in Bergen, Norway
lv edu-cation
teacher profession
didactic and methodology
learning, development, and socialization as well as
motivation for learning and achievement
differentiation, integration, and promotion as well as
diagnostics, evaluation, and counselling
media
education
school development
educational research tot
EF
1 1 - 2 3 1 1 - - 8
2 - - 2 3 1 1 - 2 9
3 - - - - - - - - 0
K
1 1 5 2 1 3 - 3 2 17
2 - 5 7 1 2 - 2 1 18
3 - - 2 - - - - 3 5
PB
1 1 - 1 1 2 - 1 3 9
2 5 3 4 5 2 - 4 2 25
3 2 - 3 - - 1 3 2 11
PA* - - - - - - - - - -
Findings – GPK for teaching
EARLI SIG 11 Conference 2012 in Bergen, Norway
lv Edu-cation
Teacher profession
Didactic and methodology
Learning, development, and socialization as well
as motivation for learning and achievement
Differentiation, integration, and
promotion as well as diagnostics,
evaluation, and counselling
Media education
School develop-
ment
Educational research tot
EF
1 1 - 2 3 1 1 - - 8
2 - - 2 3 1 1 - 2 9
3 - - - - - - - - 0
K
1 1 5 2 1 3 - 3 2 17
2 - 5 7 1 2 - 2 1 18
3 - - 2 - - - - 3 5
PB
1 1 - 1 1 2 - 1 3 9
2 5 3 4 5 2 - 4 2 25
3 2 - 3 - - 1 3 2 11
PA* - - - - - - - - - -
Main Contents EF K PB PA* education 1 1 3 2 teacher profession - 5 1 1 didactic and methodology 4 5 4 1 learning, development, and socialization as well as motivation for learning and achievement 5 2 3 3
differentiation, integration, and promotion as well as diagnostics, evaluation, and counselling 2 3 2 2
media education 2 - 1 1 school development - 3 4 1 Educational Research 2 2 1 2
lv edu-cation
didactic and methodology
media
education
school development
educational research tot
EF 3 - - - - - 0 K 3 - 2 - - 3 5
PB 3 2 3 1 3 2 11 PA* 3 - - - - - 0
Findings – GPK for teaching
lv Edu-cation
Teacher profession
Didactic and methodology
Learning, development, and socialization as well
as motivation for learning and achievement
Differentiation, integration, and
promotion as well as diagnostics,
evaluation, and counselling
Media education
School develop-
ment
Educational research tot
PB
1 1 - 1 1 2 - 1 3 9
2 5 3 4 5 2 - 4 2 25
3 2 - 3 - - 1 3 2 11
PA* - - - - - - - - - -
Findings - BWW
Main Contents PB PA* education 3 2 teacher profession 1 1 didactic and methodology 4 1 learning, development, and socialization as well as motivation for learning and achievement 3 3
differentiation, integration, and promotion as well as diagnostics, evaluation, and counselling 2 2
media education 1 1 school development 4 1 Educational Research 1 2
Findings - BWW
lv Edu-cation
Didactic and methodology
School develop-
ment tot
PB
1 1 1 1 9 2 5 4 4 25 3 2 3 3 11
PA* - - - - -
Discussions
EARLI SIG 11 Conference 2012 in Bergen, Norway
• Great structural differences but educational standards set by the KMK are represented
• An implicit core curriculum is visible and the
performance develops in a homogenous way • The findings lead to important implications for
the educational development at university.
Discussions
EARLI SIG 11 Conference 2012 in Bergen, Norway
• Can those results be compared with other European Countries?
• Is it possible to expand the study to a European context and who would like to become a partner?
• What is the practical use and could it have an impact on political decisions?
Thank you very much for your
attention!
Contact: Christina Watson, M.A. watson@plaz.upb.de
Fon: +49(0)5251/60-3667
Measuring Instruments
Achievement Tests concerning General Pedagogical Knowledge: TEDS-M: Test on Knowledge of Instruction and Assessment (IA) (König & Blömeke, 2009) SPEE: Test on Knowlege of Educational Science (ES) (Seifert & Schaper, 2010)
Instrument Aspect Min Measurement Point 1
Demographic Characteristics - 5
Preconditions for Learning Pedagogical Experience 2 Career Motives 3
Achievement tests for General Pedagogical Knowledge
TEDS-M 30 SPEE 30
Measurement Point 2 Demographic Characteristics - 5 Achievement tests for General Pedagogical Knowledge
TEDS-M 30 SPEE 30
OTL – opportunities to learn
Components of the Educational Science Study Program
10
Aspects of the internship 5 Self-assessments of competencies - 5
Theoretical References/Sources • Instructing as core task of teachers • Findings from General Didactics • Findings from Research on Classroom Teaching
Five job-related Requirements of Teachers concerning Instruction Topics for the Operationalization
Motivation - Achievement Motivation - Motivation Strategies in Class
Assessment - Functions and Forms - Central Criteria of Assessment - Misjudgements
Structuring Instruction - Component-related Planning - Process-related Planning - Curricular Structuring
Dealing with Heterogeinity of Students - Methods of Differentiation - Variety of Methods - Use of Methods in Class
Classroom management - Prevention of Disturbances in Class - Effective Use of the Teaching Time
Cont
ent C
once
ptio
n (K
önig
& B
löm
eke)
Description of the Tests: Instruction and Assessment (IA)
Areas of Content and Areas of Cognitive Requirement (Following Anderson & Krathwohl, 2001)
Areas of Cognitive Requirement
Recalling Understanding Analyzing Generating
Areas of Content
Motivation
Assessment
Structuring Instruction
Dealing with Heterogeinity of Students
Classroom Management
Description of the Tests: Instruction and Assessment (IA)
Item Example 1: Assessment / Recalling
Answer: B
A. Neutrality, Reliability, Veridicality
B. Objectivity, Reliability, Validity
C. Objectivity, Reliability, Veridicality
D. Neutrality, Reliability, Validity
If diagnostic statements should be fair and just, three scientific quality criteria should be met. Which criteria?
Please tick only one box.
Description of the Tests: Instruction and Assessment (IA)
Item Example 2: Structuring Instruction / (a) Recalling, (b) Understanding/Analyzing
a) Name of the phase: b) Function of the phase:
Phase models of instruction are a basic framework. a) Please identify the essential phases of an odinary class schedule. b) Please identify the function of the particular phase.
Description of the Tests: Instruction and Assessment (IA)
Item Example 2: Structuring Instruction / (a) Recalling, (b) Understanding/Analyzing
a) Name of the phase: b) Function of the phase:
Introduction Motivation, Presentation of the theme
Problem Statement Pupils clarify the problem in a way, that everyone can understand it.
Acquiring Pupils discover the problem. Working can be differentiated.
Consolidation Solutions are presented. Everyone can adopt the solution – solution can be discussed
Application/Transfer
The solution is required for further exercises, the relevance of the solution becomes transparent
Possible answer according to the horizon of expectation:
Description of the Tests: Instruction and Assessment (IA)
Description of the Tests: Educational Science (ES)
School Development and Society
General Didactics
Educational Background
Judging Evaluating Deciding
Reflecting Applying
Reproducing Understanding
Cognitive Activities Domains of Content
Forms of Items to measure different Aspects of Competence (ES) Knowledge Tests
• Measurement of factual and conditional knowledge relevant to professional actions
• Situational Construction • Response Format: Multiple Choice,
Classification Tasks, Short Essays, etc.
• Assumption: Knowledge about conditions and courses of professional actions are central prerequisites of competent acting
Situational Judgement Tests
• Simulation-oriented aptitude test
• Presentation of standardised situations which have to be analyzed and where the test person has to generate appropriate behavioural patterns for problem solving
• Rating of answers on the basis of situational criteria and answer keys
• Based on inferences from the presented situation analysis and the intended actions to competences
Examples of Items (ES)
Knowledge Tests
You can differentiate between intrinsic and extrinsic motivation. Which of the following cases reflect intrinsic motivation? A child is learning before a test in mathematics, because … a) it expects to get an incentive for a
good grade b) it wants to avoid a rebuke for a bad
grade c) it is interested in mathematical
problems d) it doesn‘t want to disappoint the
sympathetic teacher
Situational Judgement Tests
Criteria of good quality should be considered in connection with learning assessments. Please imagine the following situation: A German teacher has reviewed a test of a tenth class. The average of grades is 2,1. Her husband, also a German teacher, wonders about this outcome. He reviews the same test again and gets out an average of 3,5. a) There‘s a problem in reference to
what criterion? b) What can the teacher do improve
the accuracy of different reviews?
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