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.
Verfasserangaben: | Christin Celebi, Barbara KrahéORCiDGND, Nadine SpörerORCiDGND |
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DOI: | https://doi.org/10.1024/1010-0652/a000128 |
ISSN: | 1010-0652 |
ISSN: | 1664-2910 |
Titel des übergeordneten Werks (Deutsch): | Zeitschrift für pädagogische Psychologie. |
Verlag: | Hogrefe |
Verlagsort: | Bern |
Publikationstyp: | Wissenschaftlicher Artikel |
Sprache: | Deutsch |
Jahr der Erstveröffentlichung: | 2014 |
Erscheinungsjahr: | 2014 |
Datum der Freischaltung: | 27.03.2017 |
Freies Schlagwort / Tag: | professional competency; self-efficacy; self-regulation; teacher training students; work-related stress |
Band: | 28 |
Ausgabe: | 3 |
Seitenanzahl: | 12 |
Erste Seite: | 115 |
Letzte Seite: | 126 |
Organisationseinheiten: | Humanwissenschaftliche Fakultät / Strukturbereich Kognitionswissenschaften / Department Psychologie |
Peer Review: | Referiert |
Name der Einrichtung zum Zeitpunkt der Publikation: | Humanwissenschaftliche Fakultät / Institut für Psychologie |