Strengthened for the teaching profession: promoting professional competencies in teacher training students
- A quasi-experimental study with N = 293 participants studying toward a teaching degree examined the efficacy of the intervention program "Strengthened for the teaching profession". In a pre-, intermediate- and post-test control group design, three treatment conditions that focused (1) on their individual professional strengths, (2) professional weaknesses, or (3) a combination of strengths and weaknesses were compared to a no-treatment control condition. Both at intermediate test and at posttest, students in the three intervention conditions scored higher than students in the control group on measures of self-efficacy and professional self-regulation. The combined intervention condition was more successful at promoting professional self-efficacy and self-regulation than the intervention focusing either on strengths or relative weaknesses only. The implications of the findings for teacher training are discussed.
| Author details: | Christin Celebi, Barbara KrahéORCiDGND, Nadine SpörerORCiDGND |
|---|---|
| DOI: | https://doi.org/10.1024/1010-0652/a000128 |
| ISSN: | 1010-0652 |
| ISSN: | 1664-2910 |
| Title of parent work (German): | Zeitschrift für pädagogische Psychologie. |
| Publisher: | Hogrefe |
| Place of publishing: | Bern |
| Publication type: | Article |
| Language: | German |
| Year of first publication: | 2014 |
| Publication year: | 2014 |
| Release date: | 2017/03/27 |
| Tag: | professional competency; self-efficacy; self-regulation; teacher training students; work-related stress |
| Volume: | 28 |
| Issue: | 3 |
| Number of pages: | 12 |
| First page: | 115 |
| Last Page: | 126 |
| Organizational units: | Humanwissenschaftliche Fakultät / Strukturbereich Kognitionswissenschaften / Department Psychologie |
| Peer review: | Referiert |
| Institution name at the time of the publication: | Humanwissenschaftliche Fakultät / Institut für Psychologie |
