@article{RieseVogelsangSchroederetal.2022, author = {Riese, Josef and Vogelsang, Christoph and Schr{\"o}der, Jan and Borowski, Andreas and Kulgemeyer, Christoph and Reinhold, Peter and Schecker, Horst}, title = {The development of lesson planning skills in the subject of physics}, series = {Zeitschrift f{\"u}r Erziehungswissenschaft}, journal = {Zeitschrift f{\"u}r Erziehungswissenschaft}, number = {4}, publisher = {Springer VS/Springer Fachmedien Wiesbaden GmbH}, address = {Wiesbaden}, issn = {1434-663X}, doi = {10.1007/s11618-022-01112-0}, pages = {843 -- 867}, year = {2022}, abstract = {One main goal of university teacher education is the first acquisition of skills for theory-driven lesson planning. According to models of teachers' professional competence, it is assumed that the acquired professional knowledge represents an essential basis for the development of planning skills. Learning opportunities to apply this professional knowledge often occur in school internships, usually in advanced semesters of teacher education programs. It is also assumed that practical experience within lesson planning supports the formation of professional knowledge. However, the relationship between the extent of professional knowledge and the development of skills to plan a lesson lacks evidence. There is a particular challenge in measuring lesson planning skills both authentically and standardized. To evaluate the mentioned relationship, a longitudinal pre-post-study with prospective physics-teachers (N = 68 in the longitudinal section) was conducted at four German universities. Pre-service physics teachers' skills to plan a lesson were assessed with a standardized performance assessment at the beginning and at the end of a longterm-internship. This assessment consists of planning a physics lesson, conveying Newton's third Law, in a simulated and standardized way with limited time. In addition, content knowledge, pedagogical content knowledge and pedagogical knowledge has been assessed using standardized instruments. Furthermore, additional information about the internship and the amount of learning opportunities was collected at the end of the internship. During the internship, both lesson planning skills and all components of professional knowledge increased. Cross-Lagged-Panel-Analyses reveal that in particular pre-service teachers' pedagogical content knowledge as well as pedagogical knowledge at the beginning of the internship influences the development of lesson planning skills.}, language = {de} } @article{MatheisKellerKronborgetal.2019, author = {Matheis, Svenja and Keller, Lena and Kronborg, Leonie and Schmitt, Manfred and Preckel, Franzis}, title = {Do stereotypes strike twice?}, series = {Asia-Pacific journal of teacher education}, volume = {48}, journal = {Asia-Pacific journal of teacher education}, number = {2}, publisher = {Routledge Journals, Taylor \& Francis}, address = {Abingdon}, issn = {1469-2945}, doi = {10.1080/1359866X.2019.1576029}, pages = {213 -- 232}, year = {2019}, abstract = {Stereotypes influence teachers' perception of and behaviour towards students, thus shaping students' learning opportunities. The present study investigated how 315 Australian pre-service teachers' stereotypes about giftedness and gender are related to their perception of students' intellectual ability, adjustment, and social-emotional ability, using an experimental vignette approach and controlling for social desirability in pre-service teachers' responses. Repeated-measures ANOVA showed that pre-service teachers associated giftedness with higher intellectual ability, but with less adjustment compared to average-ability students. Furthermore, pre-service teachers perceived male students as less socially and emotionally competent and less adjusted than female students. Additionally, pre-service teachers seemed to perceive female average-ability students' adjustment as most favourable compared to male average-ability students and gifted students. Findings point to discrepancies between actual characteristics of gifted female and male students and stereotypes in teachers' beliefs. Consequences of stereotyping and implications for teacher education are discussed.}, language = {en} } @article{HuangRichterKleickmannetal.2022, author = {Huang, Yizhen and Richter, Eric and Kleickmann, Thilo and Richter, Dirk}, title = {Comparing video and virtual reality as tools for fostering interest and self-efficacy in classroom management}, series = {British journal of educational technology / British Educational Communications and Technology Agency}, volume = {54}, journal = {British journal of educational technology / British Educational Communications and Technology Agency}, number = {2}, publisher = {Wiley-Blackwell}, address = {Oxford}, issn = {0007-1013}, doi = {10.1111/bjet.13254}, pages = {467 -- 488}, year = {2022}, abstract = {Video is a widely used medium in teacher training for situating student teachers in classroom scenarios. Although the emerging technology of virtual reality (VR) provides similar, and arguably more powerful, capabilities for immersing teachers in lifelike situations, its benefits and risks relative to video formats have received little attention in the research to date. The current study used a randomized pretest-posttest experimental design to examine the influence of a video- versus VR-based task on changing situational interest and self-efficacy in classroom management. Results from 49 student teachers revealed that the VR simulation led to higher increments in self-reported triggered interest and self-efficacy in classroom management, but also invoked higher extraneous cognitive load than a video viewing task. We discussed the implications of these results for pre-service teacher education and the design of VR environments for professional training purposes. Practitioner notes What is already known about this topic Video is a popular teacher training medium given its ability to display classroom situations. Virtual reality (VR) also immerses users in lifelike situations and has gained popularity in recent years. Situational interest and self-efficacy in classroom management is vital for student teachers' professional development. What this paper adds VR outperforms video in promoting student teachers' triggered interest in classroom management. Student teachers felt more efficacious in classroom management after participating in VR. VR also invoked higher extraneous cognitive load than the video. Implications for practice and/or policy VR provides an authentic teacher training environment for classroom management. The design of the VR training environment needs to ensure a low extraneous cognitive load.}, language = {en} } @article{KochSpoerer2017, author = {Koch, Helvi and Sp{\"o}rer, Nadine}, title = {Students improve in reading comprehension by learning how to teach reading strategies}, series = {Psychology Learning and Teaching}, volume = {16}, journal = {Psychology Learning and Teaching}, publisher = {Sage Publ.}, address = {London}, issn = {1475-7257}, doi = {10.1177/1475725717700525}, pages = {197 -- 211}, year = {2017}, abstract = {In this intervention study, we investigated how we could teach university students who were majoring in education to teach reading strategies. The goal of the study was to analyze whether and to what extent students would benefit from the intervention with respect to their own learning. Did their own reading skills improve after they attended the intervention? The sample consisted of n = 61 students who were assigned to one of two conditions: (a) an adaption of reciprocal teaching; and (b) a control group that was not taught how to teach reading strategies. The evidence-based teaching method used in the intervention condition consisted of three elements: modeling, scaffolding, and repeated practice. Training success was assessed in a pre-posttest control group design with standardized reading comprehension and reading speed tests. To compare the development of the students in the two conditions, repeated measures ANOVAs were used. At posttest, intervention students outperformed control students in reading comprehension as well as in reading speed.}, language = {en} } @article{KochSprer2016, author = {Koch, Helvi and Sprer, Nadine}, title = {Fostering reading comprehension in regular classrooms: Implementation and effectiveness of whole-class reciprocal teaching}, series = {Zeitschrift f{\~A}¼r p{\~A}\idagogische Psychologie.}, volume = {30}, journal = {Zeitschrift f{\~A}¼r p{\~A}\idagogische Psychologie.}, publisher = {Hogrefe}, address = {Bern}, issn = {1010-0652}, doi = {10.1024/1010-0652/a000176}, pages = {213 -- 225}, year = {2016}, abstract = {Zusammenfassung. Ziel war es, die Effektivit{\"a}t zweier Interventionen zur F{\"o}rderung der Lesekompetenz von F{\"u}nftkl{\"a}sslern zu untersuchen. Beide Treatments wurden von Regellehrkr{\"a}ften implementiert. Die eine Intervention war das reziproke Lehren, welches um Selbstregulationsprozeduren angereichert wurde (RT+SRL). Die zweite war eine von Lehrkr{\"a}ften konzipierte lesestrategiebasierte Unterrichtseinheit (Good Practice, GP). Zus{\"a}tzlich gab es eine No-Treatment-Kontrollgruppe (KG0). Insgesamt nahmen an der Studie N = 244 Sch{\"u}ler teil. Im Rahmen eines Pre-, Post-, Follow-Up-Test-Untersuchungsplans kamen standardisierte Leseverst{\"a}ndnisaufgaben, selbstkonstruierte Lesestrategieaufgaben und eine Selbstwirksamkeitsskala zum Einsatz. Kontrastierende Einzelvergleichsanalysen ergaben, dass sich die Sch{\"u}ler der Treatmentbedingung RT+SRL im Vergleich zu den Sch{\"u}lern der Kontrollgruppe zum Post-Test signifikant st{\"a}rker im Leseverst{\"a}ndnis, in der Lesestrategieanwendung und in der Selbstwirksamkeit verbesserten. Gleiches galt f{\"u}r die Lesestrategieanwendung zum Follow-Up-Test. Sch{\"u}ler der Bedingung GP konnten im Vergleich zu KG0-Sch{\"u}lern weder zum Post- noch zum Follow-Up-Test vorteilige Ergebnisse in den drei Kriteriumsmaßen erzielen. The aim of this longitudinal study was to examine the effects of two different teacher-led classroom reading literacy interventions in comparison to traditional literacy instruction (TLI). One of the interventions was reciprocal teaching combined with specifi c self-regulation procedures (RT + SRL). Another intervention was a good-practice program which was designed by a group of teachers (GP). Both treatments were strategy oriented programs to improve reading competence of fi fth graders. In total, there were N = 244 students taking part in this study. To evaluate the effects of the interventions in comparison to TLI we used standardized tests and experimenter-developed reading tasks, and a self-effi cacy scale. The study involved a pretest, posttest, and maintenance test design. Simple contrast analyses indicated that students in the intervention condition RT + SRL outperformed TLI students in reading comprehension and self-effi cacy at post-test and in strategy related task performance at post-and maintenance test. Students in the intervention condition GP, however, demonstrated no better results than students of TLI.}, language = {de} }