lek â€“ longitudinal study of general pedagogical knowledge of

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


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


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)


Methodology


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


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


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


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


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


School develop-

ment tot

PB

1 1 1 1 9 2 5 4 4 25 3 2 3 3 11

PA* - - - - -

Discussions


• 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


• 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. [email protected]

Fon: +49(0)5251/60-3667

mailto:[email protected]

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


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.


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.


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: 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?

lek â€“ longitudinal study of general pedagogical knowledge of

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