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Current Projects in the Area of Professionalising Educational Staff
Development of Competencies of Teacher Trainees: Cooperative and Diagnostic Competence
| Christian-Albrechts-Universität zu Kiel | Principal investigator: Prof. Dr. Jens Möller |
| Philosophische Fakultät | Project number: 01JH0915 |
| Institut für Psychologie | Volume: 402.986 EUR |
 Psychologie für Pädagogen |
Funding period: 01.06.2009 - 31.05.2013 |
| Olshausenstr. 75 | |
| 24118 Kiel |
This project is concerned with the identification, measurement, and improvement of professional competencies in teacher training. In the course of longitudinal studies at the project "Panel Study of Teacher Training Students – Study Processes of Future Teachers" (Prenzel & Möller, 2008; ZWHL-32-110) the measurement of competencies in a partial sample of students participating in this Panel will be analyzed in depth. In this context, the development of cooperative competence and diagnostic competence will be measured. Cooperative competence: For this purpose, the development of student competencies to teach in different cooperative settings will be measured. In several experimental studies, group size, group composition and the effect of scripts and prompts will be varied cross-sectionally and longitudinally. Diagnostic competence: Students will be tested repeatedly with the Simulated Classroom and a second instrument, the students’ inventory, to measure the development of their diagnostic competence. Outcomes will probably deliver information furthering the academic education of teacher trainees. The material and results will be presented and allocated adequately, allowing for specific measures to promote diagnostic and cooperative competencies.
Teachers’ Professional Goal Orientations: Determinants for Development, Impact on the Development of Professional Competencies, Instructional Behaviour, as well as Learning Processes and Learning Outcomes of Students. Subproject Augsburg
| Universität Augsburg | Principal investigator: Prof. Dr. Markus Dresel |
| Philosophisch-Sozialwissenschaftliche Fakultät | Project number: 01JH0902 |
| Lehrstuhl für Psychologie |
Volume: 148.990 EUR |
| Universitätsstr. 10 | Funding period: 01.06.2009 - 31.05.2012 |
| 86159 Augsburg | |
Professional goal orientations of teachers (as part of their professional competencies) constitute the core concept of this joint research project, which consists of the Subproject Augsburg and the Subproject Mannheim. Our overarching objective is to shed light on this concept and analyze it empirically, thus to render it applicable to an evidence-based description, explanation and improvement of the development of professional competencies and instructional behaviour of teachers as well as learning processes of students. The joint research project consists of seven empirical studies, which are closely interleaved.
Beside the further development of measuring instruments, subproject Augsburg focuses with two mixed-method-studies on the consequences of teachers’ professional goal orientations on their instructional practice. A third study addresses effects of teachers’ goal orientations on the classroom goal structure (as perceived by the students) as well as students’ goal orientations and other facets their learning motivation.
A longitudinal study under the shared responsibility of both subprojects tests how teachers’ professional goal orientation determines their instructional behaviour as well as learning motivation and the competence development of their students. In this study, additional focus is placed on possible reciprocal effects of these student characteristics on teachers’ goal orientation and competence development. The joint project will enhance knowledge about professional goals as a core element of teacher motivation. The project opens a pathway to the long-term promotion of competencies of teachers and students. The findings of the project will be presented on international scientific conferences and will be published in international scientific journals. In order to enhance a rapid transfer into teacher education, the project findings will be presented to teacher trainers and stakeholders in school administration and educational policy. Moreover, interested researchers might be provided with all of the measurement instruments developed within the project.
Teachers’ Professional Goal Orientations: Determinants for Development, Impact on the Development of Professional Competencies, Instructional Behaviour, as well as Learning Processes and Learning Outcomes of Students. Subproject Mannheim
| Universität Mannheim | Principal investigator: Prof. Dr. Oliver Dickhäuser |
| Fakultät für Sozialwissenschaften | Project number: 01JH0901 |
| Lehrstuhl Pädagogische Psychologie |
Volume: 137.584 EUR |
| Schloss | Funding period: 01.06.2009 - 31.05.2012 |
| 68131 Mannheim | |
Professional goal orientations of teachers (as part of their professional competencies) constitute the core concept of this joint research project, which consists of the Subproject Augsburg and the Subproject Mannheim. Our overarching objective is to shed light on this concept and analyze it empirically, thus to render it applicable to an evidence-based description, explanation and improvement of the development of professional competencies and instructional behaviour of teachers as well as learning processes of students. The joint research project consists of seven empirical studies, which are closely interleaved.
Beside the further development of measuring instruments, subproject Mannheim focuses with two initial studies on personal and contextual determinants and personal consequences of professional goal orientations. A third study addresses the question how professional goal orientations are interrelated with professional competencies. Within that study, an additional focus will concern the stability and malleability of teachers’ goal orientations.
A longitudinal study under the shared responsibility of both subprojects tests how teachers’ professional goal orientation determines their instructional behaviour as well as learning motivation and the competence development of their students. In this study, additional focus is placed on possible reciprocal effects of these student characteristics on teachers’ goal orientation and competence development. The joint project will enhance knowledge about professional goals as a core element of teacher motivation. The project opens a pathway to the long-term promotion of competencies of teachers and students. The findings of the project will be presented on international scientific conferences and will be published in international scientific journals. In order to enhance a rapid transfer into teacher education, the project findings will be presented to teacher trainers and stakeholders in school administration and educational policy. Moreover, interested researchers might be provided with all of the measurement instruments developed within the project.
Improving Classroom Management Competencies: Development of a Teacher Training Programme
| Freie Universität Berlin | Principal investigator: Prof. Dr. Felicitas Thiel |
| Fachbereich Erziehungswissenschaft und Psychologie | Project number: 01JH0920 |
| Arbeitsbereich Schulpädagogik/ Schulentwicklungsforschung |
Volume: 216.952 EUR |
| Arnimallee 10 | Funding period: 01.07.2009 - 30.06.2012 |
| 14195 Berlin | |
The study aims to develop a teacher training programme concerning the improvement of competencies in the domain of classroom management. The impact of the training programme will be evaluated by an experimental design. The intervention consists of theoretical inputs (lectures and written materials), a workshop on the analysis of classroom videos of other teachers and a video-circle concerning the reflection on videos of the participants’ own classroom practice. The participants are advanced beginning teachers who work in "Hauptschulen". Since classroom management represents a special challenge within this type of secondary school, the development of training seems highly important. The impact of the intervention will be analyzed based on an experimental design. Competencies of classroom management in both the experimental and the control group will be measured by questionnaires and classroom observations at three points in time: before the intervention, immediately after the intervention has been conducted and six months after the intervention. The study represents a contribution to the development of evidence-based programmes of teacher education. The results will deliver information to the design of training programmes. Existing co-operations with in-service teacher training institutions will support a widespread implementation of the training programme.
Professional Knowledge in Science Education
| Ruhr-Universität Bochum | Principal investigator: Prof. Dr. Joachim Wirth |
| Fakultät für Philosophie und Erziehungswissenschaft | Project number: 01JH0905 |
| Institut für Erziehungswissenschaft |
Volume: 115.719 EUR |
| Universitätsstr. 150 | Funding period: 01.06.2009 - 31.05.2012 |
| 44801 Bochum | |
Teachers‘ professional knowledge is considered to be a fundamental requirement for effective teaching. Shulman (1987) distinguishes seven dimensions of teachers‘ professional knowledge, three of which are of particular importance: content knowledge (CK), pedagogical content knowledge (PCK) and general pedagogical knowledge (PK). Math teachers‘ content knowledge and pedagogical content knowledge were examined in the COACTIV study (Baumert et al., 2006). The aim of the project ProwiN presented here is to analyze all three dimensions of science teachers‘ professional knowledge. In the first phase of the project (2009-2011), a model of teachers‘ professional knowledge (CK, PCK and PK) will be developed for each subject (biology, chemistry and physics). Tests are constructed to validate the models. Expected relations between the three dimensions of the professional knowledge, as well as expected correlations with external variables, will be empirically analyzed for the purpose of validation. In the second phase of the project (2010-2012), findings from a video-based study will be used to investigate relationships between the three dimensions of teachers’ professional knowledge, teacher’s behavior in class and students’ achievement. Reliable and valid models as well as test instruments for analyzing biology, chemistry and physics teachers’ content knowledge, pedagogical content knowledge and pedagogical knowledge will be developed. Consolidated findings on the structure of science teachers‘ professional knowledge are expected. Furthermore, relationships between professional knowledge, teachers’ behavior in class and students‘ achievement will be identified and evaluated. Universities will be able to apply the findings in initial teacher training and in-service teacher training to improve the quality of teacher training and science lessons.
Professional Knowledge in Science Education
| Universität Duisburg-Essen | Principal investigator: Prof. Dr. Hans Ernst Fischer |
| Fachbereich 7 Physik | Project number: 01JH0903 |
| Didaktik der Physik |
Volume: 514.704 EUR |
| Universitätsstr. 2 | Funding period: 01.06.2009 - 31.05.2012 |
| 45141 Essen | |
Teachers‘ professional knowledge is considered to be a fundamental requirement for effective teaching. Shulman (1987) distinguishes seven dimensions of teachers‘ professional knowledge, three of which are of particular importance: content knowledge (CK), pedagogical content knowledge (PCK) and general pedagogical knowledge (PK). Math teachers‘ content knowledge and pedagogical content knowledge were examined in the COACTIV study (Baumert et al., 2006). The aim of the project ProwiN presented here is to analyze all three dimensions of science teachers‘ professional knowledge. In the first phase of the project (2009-2011), a model of teachers‘ professional knowledge (CK, PCK and PK) will be developed for each subject (biology, chemistry and physics). Tests are constructed to validate the models. Expected relations between the three dimensions of the professional knowledge, as well as expected correlations with external variables, will be empirically analyzed for the purpose of validation. In the second phase of the project (2010-2012), findings from a video-based study will be used to investigate relationships between the three dimensions of teachers’ professional knowledge, teacher’s behavior in class and students’ achievement. Reliable and valid models as well as test instruments for analyzing biology, chemistry and physics teachers’ content knowledge, pedagogical content knowledge and pedagogical knowledge will be developed. Consolidated findings on the structure of science teachers‘ professional knowledge are expected. Furthermore, relationships between professional knowledge, teachers’ behavior in class and students‘ achievement will be identified and evaluated. Universities will be able to apply the findings in initial teacher training and in-service teacher training to improve the quality of teacher training and science lessons.
Professional Knowledge in Science Education
| Ludwig-Maximilians-Universität München | Principal investigator: Prof. Dr. Birgit Jana Neuhaus |
| Fakultät für Biologie | Project number: 01JH0904 |
| Department Biologie I | Volume: 157.334 EUR |
| Institut für die Didaktik der Biologie |
Funding period: 01.06.2009 - 31.05.2012 |
| Winzererstr. 45/II | |
| 80797 München |
Teachers‘ professional knowledge is considered to be a fundamental requirement for effective teaching. Shulman (1987) distinguishes seven dimensions of teachers‘ professional knowledge, three of which are of particular importance: content knowledge (CK), pedagogical content knowledge (PCK) and general pedagogical knowledge (PK). Math teachers‘ content knowledge and pedagogical content knowledge were examined in the COACTIV study (Baumert et al., 2006). The aim of the project ProwiN presented here is to analyze all three dimensions of science teachers‘ professional knowledge. In the first phase of the project (2009-2011), a model of teachers‘ professional knowledge (CK, PCK and PK) will be developed for each subject (biology, chemistry and physics). Tests are constructed to validate the models. Expected relations between the three dimensions of the professional knowledge, as well as expected correlations with external variables, will be empirically analyzed for the purpose of validation. In the second phase of the project (2010-2012), findings from a video-based study will be used to investigate relationships between the three dimensions of teachers’ professional knowledge, teacher’s behavior in class and students’ achievement. Reliable and valid models as well as test instruments for analyzing biology, chemistry and physics teachers’ content knowledge, pedagogical content knowledge and pedagogical knowledge will be developed. Consolidated findings on the structure of science teachers‘ professional knowledge are expected. Furthermore, relationships between professional knowledge, teachers’ behavior in class and students‘ achievement will be identified and evaluated. Universities will be able to apply the findings in initial teacher training and in-service teacher training to improve the quality of teacher training and science lessons.
Evaluation of a Training Programme for After-school Educators that Aims to Decrease Child Attention Problems. Subproject University of Applied Sciences Düsseldorf
| Fachhochschule Düsseldorf | Principal investigator: Prof. Dr. Charlotte Hanisch |
| Fachbereich 6 Sozial- und Kulturwissenschaften |
Project number: 01JH0908 |
| Universitätsstr., Geb. 24.21 | Volume: 137.878 EUR |
| 40225 Düsseldorf | Funding period: 01.06.2009 - 31.05.2012 |
In North Rhine-Westphalia, approximately 20% of all primary school children do their homework while attending after-school programmes. Children with attention deficits are particularly challenged when doing their homework on their own and in having to sustain attention in a group setting. According to teachers’ estimation 60-80% of all primary school children show attention problems. Depending on the specific diagnostic criteria 1-20% of all children can be classified as suffering from attention deficit disorders. Nevertheless, the training of educators in after-school homework programmes does not provide them with sufficient competencies for identifying and supporting children with attention problems or attention deficit disorders. This project thus aims to develop a training programme for after-school educators that will firstly enable them to reorganize the homework situation in order to enhance work habits for all children. Secondly, the teachers will be trained to identify those children with attention deficits who need special assistance. Teachers are then supervised in providing a special "attention class" for those children. Both training programmes, the one for the entire class as well as for the "attention class", are comprised of cognitive behavioural oriented methods proven to successfully decrease inattentive distractive behaviour and increase attention. Evaluation of the training programmes will focus on the entire after-school class on the one hand and on the special attention class children on the other hand. The underlying assumption is that while children with minor attention problems will sufficiently benefit from the training programme for the entire class, children with more severe attention problems will need the extra "attention class" to catch up with the group. The project collaborators propose that children with a severe attention deficit disorder will need further therapeutic care but might also benefit from the suggested programme. Longitudinal data will be collected in a within-subject control group design. Dependent measures include teacher and observer reports as well as computerized neuropsychological test batteries.
Evaluation of a Training Programme for After-school Educators that Aims to Decrease Child Attention Problems. Subproject University of Cologne
| Universität zu Köln | Principal investigator: Prof. Dr. Manfred Döpfner |
| Universitätsklinikum | Project number: 01JH0909 |
| Klinik und Poliklinik für Psychiatrie und Psychotherapie |
Volume: 137.107 EUR |
| Kerpener Str. 62 | Funding period: 01.06.2009 - 31.05.2012 |
| 50937 Köln | |
In North Rhine-Westphalia, approximately 20% of all primary school children do their homework while attending after-school programmes. Children with attention deficits are particularly challenged when doing their homework on their own and in having to sustain attention in a group setting. According to teachers’ estimation 60-80% of all primary school children show attention problems. Depending on the specific diagnostic criteria 1-20% of all children can be classified as suffering from attention deficit disorders. Nevertheless, the training of educators in after-school homework programmes does not provide them with sufficient competencies for identifying and supporting children with attention problems or attention deficit disorders. This project thus aims to develop a training programme for after-school educators that will firstly enable them to reorganize the homework situation in order to enhance work habits for all children. Secondly, the teachers will be trained to identify those children with attention deficits who need special assistance. Teachers are then supervised in providing a special "attention class" for those children. Both training programmes, the one for the entire class as well as for the "attention class", are comprised of cognitive behavioural oriented methods proven to successfully decrease inattentive distractive behaviour and increase attention. Evaluation of the training programmes will focus on the entire after-school class on the one hand and on the special attention class children on the other hand. The underlying assumption is that while children with minor attention problems will sufficiently benefit from the training programme for the entire class, children with more severe attention problems will need the extra "attention class" to catch up with the group. The project collaborators propose that children with a severe attention deficit disorder will need further therapeutic care but might also benefit from the suggested programme. Longitudinal data will be collected in a within-subject control group design. Dependent measures include teacher and observer reports as well as computerized neuropsychological test batteries.
Diagnosing and Dealing with Students’ Errors as Central Part of Vocational Education Teachers’ Competence. Subproject A
| Johann Wolfgang Goethe-Universität Frankfurt am Main | Principal investigator: Prof. Dr. Eveline Wuttke |
| FB 02 Wirtschaftswissenschaften | Project number: 01JH0921 |
| Fachgebiet Wirtschaftspädagogik |
Volume: 140.284 EUR |
| Grüneburgplatz 1 | Funding period: 01.06.2009 - 31.05.2012 |
| 60323 Frankfurt | |
A central part of teachers’ competence, namely the constructive dealing with students’ errors in teaching-learning-situations, will be modelled in detail in this research project. Furthermore, a longitudinal design will study if at all, and how, competence develops during teacher education. Moreover, the project aims to determine precisely what kinds of errors students make in a central area of business education curricula (accountancy).
In subproject A the focus is on the development of instruments to analyse teacher feedback and on the analysis of teacher feedback to students’ errors.
Work programme: Until 07/2009: Identification of typical students’ errors in accountancy lessons by means of expert interviews with teachers and an analysis of students’ tests. Findings from this step form the basis for the construction of video-based instruments for the main survey. Until 12/2009: Preparation of instruments for the analysis of teachers` dealing with students’ errors (tests, simulations, interviews, online questionnaire, video-vignettes). Focus on teachers’ assumptions. Testing of instruments. Until 02/2010: First survey of the so-called error detection competence of Bachelor- and Master students of Frankfurt University, teachers in practical training at schools, teachers at an early stage of employment and teachers with two years’ teaching experience. Until 12/2011: Data analysis (encoding and analysis of interviews, analysis of tests and exercises, if necessary adaptation of interview guides and tests, preparation of second phase of interviews). Until 02/2012: Second survey (see above). Until 05/2012: Evaluation of data. Results will be made available to experts and to the education system. Findings shall especially be used for teachers` vocational training. Video-based vignettes will be used for training purposes.
Diagnosing and Dealing with Students’ Errors as Central Part of Vocational Education Teachers’ Competence. Subproject B
| Universität Konstanz | Principal investigator: Prof. Dr. Jürgen Seifried |
| Fachbereich Wirtschaftswissenschaften | Project number: 01JH0922 |
| Wirtschaftspädagogik |
Volume: 126.953 EUR |
| Universitätsstr. 10 | Funding period: 01.06.2009 - 31.05.2012 |
| 78464 Konstanz | |
A central part of teachers’ competence, namely the constructive dealing with students’ errors in teaching-learning-situations, will be modelled in detail in this research project. Furthermore, a longitudinal design will study if at all, and how, competence develops during teacher education. Moreover, the project aims to determine precisely what kinds of errors students make in a central area of business education curricula (accountancy).
Subproject B focuses on the development of instruments to analyse teachers’ hypotheses about the character of students’ errors and on the analysis of these assumptions.
Work programme: Until 07/2009: Identification of typical students’ errors in accountancy lessons by means of expert interviews with teachers and an analysis of students’ tests. Findings from this step form the basis for the construction of video-based instruments for the main survey. Until 12/2009: Preparation of instruments for the analysis of teachers` dealing with students’ errors (tests, simulations, interviews, online questionnaire, video-vignettes). Focus on teachers’ assumptions. Testing of instruments. Until 02/2010: First survey of the so-called error detection competence of Bachelor- and Master students of Konstanz University, teachers in practical training at schools, teachers at an early stage of employment and teachers with two years’ teaching experience. Until 12/2011: Data analysis (encoding and analysis of interviews, analysis of tests and exercises, if necessary adaptation of interview guides and tests, preparation of second phase of interviews). Until 02/2012: Second survey (see above). Until 05/2012: Evaluation of data. Results will be made available to experts and to the education system. Findings shall especially be used for teachers` vocational training. Video-based vignettes will be used for training purposes.
Acquisition and Development of Kindergarten Education Staff Characteristics
| Pädagogische Hochschule Freiburg | Principal investigator: Prof. Dr. Christoph Mischo |
| Institut für Psychologie |
Project number: 01JH0914 |
| Kunzenweg 21 | Volume: 382.418 EUR |
| 79117 Freiburg im Breisgau | Funding period: 01.10.2009 - 30.09.2012 |
This research project analyzes the development of competence-related characteristics of kindergarten teachers (cognitive orientations, knowledge, behavior) throughout their training and initial professional occupation. These characteristics of kindergarten educators are crucial aspects of early years’ education and child care quality, they can affect children’s development. Characteristics of the child care professionals will be taken into account and training at universities versus training colleges (Fachschulen) in Germany will be analysed in a comparative study as well as characteristic features of the educators’ professional socialisation, in terms of structural quality. The cohort sequence design consists of two follow up studies beginning at different points in time of teacher training as well as a cross sectional study with students training to become primary school teachers. In order to test the impact of educational systems (university vs. training college) and their curricula on the development of kindergarten teachers’ competences, subject matters and quantity of the courses as well as students’ utilization of these courses are assessed, with special emphasis on language and literacy promotion in early childhood. Complex statistical models including multilevel analyses for longitudinal data are applied. This project contributes to the research that is necessary in the field of early childhood education, as well as to the evaluation of professionalization and academization of kindergarten teachers (see recommendations of the OECD, 2004). Thus, the project aims to empirically evaluate teacher education at universities in Germany (as compared to education at professional schools) and allows for an identification of provisions for the promotion of kindergarten teacher education in Germany.
Teachers` Diagnostic and Didactical Competencies for Fostering Student Skills in Integrating Text and Picture Information in Secondary Schools
| Universität Koblenz-Landau | Principal investigator: Prof. Dr. Wolfgang Schnotz |
| Campus Landau | Project number: 01JH0919 |
| Fachbereich 8: Psychologie | Volume: 225.883 EUR |
| Allgemeine und Pädagogische Psychologie |
Funding period: 01.06.2009 - 31.05.2012 |
| Thomas-Nast-Str. 44 | |
| 76829 Landau in der Pfalz |
Supporting the development of students` skills regarding the integration of text and picture comprehension requires teachers to possess specific diagnostic and didactic competencies such as providing adequate feedback that improves self-regulated learning in this domain. This research project aims to assess and foster teachers` diagnostic and didactic skills to support the process of text and picture integration by providing helpful feedback, investigating whether the diagnostic and didactic competence to support the process of text/picture integration is part of teachers` professional expertise, and testing to what extent a training programme is beneficial for the advancement of these specific instructional skills. The project comprises: (a) the production of videos that display students engaged in solving text-picture comprehension tasks for the purpose of assessing teachers` perceptions and conceptualisations of the learning process, (b) the production of instructional videos for training teachers` diagnostic and didactic competencies, (c) the development of a questionnaire to ascertain teachers` knowledge concerning the relevance of feedback for learning, (d) a preparatory study for validating the material, and (e) four experiments that focus on the scientific objectives mentioned above. The aims of the project are twofold. On the one hand, it focuses on the elaboration and specification of the theoretical background for the assessment and the training of teachers` diagnostic and didactic skills to support students` self-regulated learning in the domain of text and picture comprehension. On the other hand, training methods for specific diagnostic and didactic skills of experts and students are developed. Furthermore, the developed questionnaire provides an instrument for the assessment of experts` diagnostic and didactic competencies.
Design of In-service Teacher Training for Fostering Innovations. A Study on the Implementation of New Syllabi in Mathematics Instruction at Primary Schools. Subproject Wuppertal
| Bergische Universität Wuppertal | Principal investigator: Prof. Dr. Cornelia Gräsel |
| Institut für Bildungsforschung in der School of Education |
Project number: 01JH0906 |
| Gaußstr. 20 | Volume: 211.599 EUR |
| 42119 Wuppertal | Funding period: 01.08.2009 - 31.07.2012 |
Only a few empirical studies deal with the question of which design elements are responsible for the professionalisation of teachers that supports the change of teaching activities in the classroom. The main goal of this study is to investigate whether teacher collaboration can be fostered in the context of an in-service teacher training. To stimulate this collaboration, three versions of a in-service training programme are compared in an experimental approach: (1) teacher training with a context-, and subject-oriented support of teachers, (2) teacher training by means of fostering co-operation, (3) a version with combined content-orientation and fostering of collaboration. Furthermore, two versions of control groups are compared with the treatments. The project managers assume that the combination of content-orientation and fostering of collaboration is the most successful. The study is conducted in primary schools. The content of in-service teacher training is the implementation of new syllabi for mathematics instruction. The success of teacher training is measured in a differentiated way: (1) the grade of realization of the new syllabus, (2) the quality of teaching, judged by students, (3) knowledge acquisition of students in mathematics, and (4) coping with stress. One important result of the project relates to empirical evidence for what design makes professional development effective. This knowledge is important for institutions that offer professional development.
The working group in Wuppertal concentrates on the teacher training study which aims to foster co-operation.
Design of In-service Teacher Training for Fostering Innovations. A Study on the Implementation of New Syllabi in Mathematics Instruction at Primary Schools. Subproject Dortmund
| Technische Universität Dortmund | Principal investigator: Prof. Dr. Christoph Selter |
| Fakultät für Mathematik | Project number: 01JH0907 |
| Institut für Entwicklung und Erforschung des Mathematikunterrichts |
Volume: 157.990 EUR |
| Vogelpothsweg 87 | Funding period: 01.08.2009 - 31.07.2012 |
| 44227 Dortmund | |
Only a few empirical studies deal with the question of which design elements are responsible for the professionalisation of teachers that supports the change of teaching activities in the classroom. The main goal of this study is to investigate whether teacher collaboration can be fostered in the context of an in-service teacher training. To stimulate this collaboration, three versions of a in-service training programme are compared in an experimental approach: (1) teacher training with a context-, and subject-oriented support of teachers, (2) teacher training by means of fostering co-operation, (3) a version with combined content-orientation and fostering of collaboration. Furthermore, two versions of control groups are compared with the treatments. The project managers assume that the combination of content-orientation and fostering of collaboration is the most successful. The study is conducted in primary schools. The content of in-service teacher training is the implementation of new syllabi for mathematics instruction. The success of teacher training is measured in a differentiated way: (1) the grade of realization of the new syllabus, (2) the quality of teaching, judged by students, (3) knowledge acquisition of students in mathematics, and (4) coping with stress. One important result of the project relates to empirical evidence for what design makes professional development effective. This knowledge is important for institutions that offer professional development.
The working group in Dortmund concentrates on the subject-related aspects of the study.
Broad Pedagogical Knowledge and the Acquisition of Professional Competence in Teacher Candidates. Subproject MPI
| Max-Planck-Institut für Bildungsforschung |
Principal investigator: Dr. Mareike Kunter |
| Lentzeallee 94 | Project number: 01JH0910 |
| 14195 Berlin | Volume: 789.173 EUR |
| Funding period: 01.10.2009 - 30.09.2012 | |
The project examines the relevance of the broad pedagogical knowledge (spanning educational science, educational psychology, educational law, and the sociology of education) that teacher candidates acquire during university training for their later professional practise. The objective is to empirically test the hypothesis that broad pedagogical knowledge provides a necessary conceptual framework that enables teachers to properly interpret and reflect on instructional and classroom events and that thus informs their professional development. The first step will be to develop a theoretical model specifying the components of broad pedagogical knowledge that are crucial to this conceptual framework. These components will then be operationalized in a knowledge test allowing teacher knowledge to be assessed directly. The test will initially be implemented in a large group of teacher candidates at the end of their university-based training to provide first descriptive data. The relevance of the components assessed for actual classroom practice will then be investigated in a longitudinal study with teachers at the beginning of their career, during their mandatory pre-service internship and in their entry year. The findings will inform the design of the first, university-based, phase of teacher training. The test of teacher knowledge will be fine-tuned within the project and made available as an instrument for assuring university standards in teacher training.
The working group at the MPI concentrates on test-validation on the basis of external criteria.
Broad Pedagogical Knowledge and the Acquisition of Professional Competence in Teacher Candidates. Subproject Duisburg-Essen
| Universität Duisburg-Essen | Principal investigator: Prof. Dr. Detlev Leutner |
| Fachbereich Bildungswissenschaften | Project number: 01JH0911 |
| Lehrstuhl für Lehr-Lernpsychologie |
Volume: 150.844 EUR |
| Universitätsstr. 2 | Funding period: 01.10.2009 - 30.09.2012 |
| 45141 Essen | |
The project examines the relevance of the broad pedagogical knowledge (spanning educational science, educational psychology, educational law, and the sociology of education) that teacher candidates acquire during university training for their later professional practise. The objective is to empirically test the hypothesis that broad pedagogical knowledge provides a necessary conceptual framework that enables teachers to properly interpret and reflect on instructional and classroom events and that thus informs their professional development. The first step will be to develop a theoretical model specifying the components of broad pedagogical knowledge that are crucial to this conceptual framework. These components will then be operationalized in a knowledge test allowing teacher knowledge to be assessed directly. The test will initially be implemented in a large group of teacher candidates at the end of their university-based training to provide first descriptive data. The relevance of the components assessed for actual classroom practice will then be investigated in a longitudinal study with teachers at the beginning of their career, during their mandatory pre-service internship and in their entry year. The findings will inform the design of the first, university-based, phase of teacher training. The test of teacher knowledge will be fine-tuned within the project and made available as an instrument for assuring university standards in teacher training.
The working group in Duisburg-Essen concentrates on empirically testing the theoretical model.
Broad Pedagogical Knowledge and the Acquisition of Professional Competence in Teacher Candidates. Subproject Münster
| Westfälische Wilhelms-Universität Münster | Principal investigator: Prof. Dr. Ewald Terhart |
| Fachbereich 6 | Project number: 01JH0912 |
| Institut für Erziehungswissenschaft |
Volume: 145.129 EUR |
| Bispinghof 5/6 | Funding period: 01.10.2009 - 30.09.2012 |
| 48143 Münster | |
The project examines the relevance of the broad pedagogical knowledge (spanning educational science, educational psychology, educational law, and the sociology of education) that teacher candidates acquire during university training for their later professional practise. The objective is to empirically test the hypothesis that broad pedagogical knowledge provides a necessary conceptual framework that enables teachers to properly interpret and reflect on instructional and classroom events and that thus informs their professional development. The first step will be to develop a theoretical model specifying the components of broad pedagogical knowledge that are crucial to this conceptual framework. These components will then be operationalized in a knowledge test allowing teacher knowledge to be assessed directly. The test will initially be implemented in a large group of teacher candidates at the end of their university-based training to provide first descriptive data. The relevance of the components assessed for actual classroom practice will then be investigated in a longitudinal study with teachers at the beginning of their career during their mandatory pre-service internship and in their entry year. The findings will inform the design of the first, university-based, phase of teacher training. The test of teacher knowledge will be fine-tuned within the project and made available as an instrument for assuring university standards in teacher training.
The working group in Münster concentrates on the development of a theoretical model.
Research Journals as an Instrument for a Self-reflective Professionalisation of Mathematics Teachers with Respect to Mathematical and Pedagogical Competence
| Pädagogische Hochschule Freiburg | Principal investigator: Prof. Dr. Timo Leuders |
| Institut für Mathematik und Informatik und ihre Didaktiken |
Project number: 01JH0913 |
| Kunzenweg 21 | Volume: 133.290 EUR |
| 79117 Freiburg | Funding period: 01.09.2009 - 31.08.2012 |
| Co-operation partner: | |
| Prof. Dr. Alexander Renkl | |
| Albert-Ludwigs-Universität Freiburg | |
| Institut für Psychologie |
Engelbergerstr. 41 |
| 79085 Freiburg |
The project focuses on three research questions (1) a) Which effects does problem solving have on the development of content knowledge and pedagogical content knowledge when students write research journals and are asked to reflect upon their process? b) Which strategies and procedures are used in research journals by the students? Is it possible to describe different learning types as regards the reflection of problem solving processes? (2) Which key variables moderate the process of learning? (3) Which kind and intensity of intervention (beyond the individual work on problems) optimizes the impact? Study 1: The experimental group works out a series of problems by writing a research journal. Furthermore they reflect their individual working process. The control group takes part in a lecture on the same content (mathematical thinking in math classes). Study 2: The impact of different varieties of instructional assistance will be tested via an experimental design. Moderator variables, which appear significant in study 1 will be used for a systematic variation in study 2. Study 3: The goal of study 3 is to design an adaptive concept, which is adjusted to the needs of individuals who show conspicuous moderator variable values in study 2. The study contributes to the development of teacher education in an empirically confirmed way. The hereby substantiated concept of integrating the acquisition of content knowledge and reflective pedagogical content knowledge (which is often requested) can be transferred to and enhanced with partners at other universities.
Competencies in Analyzing the Effectiveness of Elementary School Science Teaching: Theoretical Model and Empirical Assessment
| Westfälische Wilhelms-Universität Münster | Principal investigator: Prof. Dr. Kornelia Möller |
| Seminar für Didaktik des Sachunterrichts |
Project number: 01JH0916 |
| Leonardo-Campus 11 | Volume: 342.811 EUR |
| 48149 Münster | Funding period: 01.07.2009 - 30.06.2012 |
This project focuses on how competently teachers (and teacher-training students) analyze classroom situations in terms of the two quality criteria "cognitive activation" and "classroom management." The goal is to develop a video-based instrument for diagnosing this competence and to find out (a)
how this competence develops during the course of teacher training, (b) how to promote it, and (c) how it relates to further domains of professional knowledge. The project will study students attending German and Swiss higher education institutes in order to gather findings on teacher competencies and their acquisition during the initial phase of the very different teacher training systems of these two countries. A further goal is to set up a video portal containing video clips of typical classroom situations when teaching sciences at elementary school supplemented by, amongst others, background information and expert ratings.
Planning: The first step will be to develop the instrument (recordings, technical processing, pilot tests, and validation) along with tests assessing different domains of professional knowledge. Then, data from students and teachers at German and Swiss higher education institutes will be collected and analyzed. Further major stages will be to measure baseline analytical competence in German and Swiss students at the beginning of their studies and to set up the video portal.
Practical Applications: The instrument to be developed in this project can be applied in further empirical research on teacher training. It can also be used to evaluate the development of competencies and teaching programs in larger cohorts. Cross-national comparisons of the results of cross-sectional and longitudinal studies will deliver new empirically based findings on relevant teaching competencies and their acquisition during the initial phase of teacher training. Such findings are much needed in the current discussion on study reforms and can be used for the further development of the German teacher training system. In addition, the video portal will be a useful tool in both initial and in-service teacher training.
Development and Empirical Testing of a Teacher Training Programme for Developing Self-regulation Competence and Mathematical Competence of "Hauptschul"-students. Subproject Darmstadt
| Technische Universität Darmstadt | Principal investigator: Prof. Dr. Bernhard Schmitz |
| Fachbereich Humanwissenschaften | Project number: 01JH0917 |
| Institut für Psychologie |
Volume: 426.115 EUR |
| Alexanderstr. 10 | Funding period: 01.07.2009 - 30.06.2012 |
| 64283 Darmstadt | |
The goal of this applied project is to develop and evaluate a teacher training programme aiming to instruct teachers how to support their pupils in self-regulated learning in mathematics classes. Self-regulation is important for acquiring new knowledge. This further training is especially developed for teachers at "Hauptschulen" (general secondary schools) and comparable schools as the PISA-studies show that particularly low achieving pupils have problems with self-regulated learning. The further training includes four basic elements (1) Introduction to models of self-regulation, (2) self-experience, (3) developing a manual to support self-regulation and mathematic classes and (4) exercises/role plays. Following a pilot study, the efficiency of the training is tested in an experimental design. In the last phase the training will be enhanced and optimized. At the end of the project the material for the teacher training and for the pupils should be available as a standardized and completely documented training programme to enable a systematic dissemination.
The working group in Darmstadt focuses on self-regulation as a meta-disciplinary competence.
Development and Empirical Testing of a Teacher Training Programme for Developing Self-regulation Competence and Mathematical Competence of "Hauptschul"-students. Subproject Tübingen
| Eberhard-Karls-Universität Tübingen | Principal investigator: Prof. Dr. Ulrich Trautwein |
| Fakultät für Sozial- und Verhaltenswissenschaften | Project number: 01JH0918 |
| Institut für Erziehungswissenschaften |
Volume: 160.920 EUR |
| Münzgasse 11 | Funding period: 01.07.2009 - 30.06.2012 |
| 72070 Tübingen | |
The goal of this applied project is to develop and evaluate a teacher training programme aiming to instruct teachers how to support their pupils in self-regulated learning in mathematics classes. Self-regulation is important for acquiring new knowledge. This further training is especially developed for teachers at "Hauptschulen" (general secondary schools) and comparable schools as the PISA-studies show that particularly low achieving pupils have problems with self-regulated learning. The further training includes four basic elements (1) Introduction to models of self-regulation, (2) self-experience, (3) developing a manual to support self-regulation and mathematic classes and (4) exercises/role plays. Following a pilot study, the efficiency of the training is tested in an experimental design. In the last phase the training will be enhanced and optimized. At the end of the project the material for the teacher training and for the pupils should be available as a standardized and completely documented training programme to enable a systematic dissemination.
The working group in Tübingen focuses on the subject-related competencies.
Improving Reading Comprehension through Teacher Professionalization: Implementing Complex Instructional Concepts
| Westfälische Wilhelms-Universität Münster | Principal investigator: Prof. Dr. Elmar Souvignier |
| Philosophische Fakultät | Project number: 01JH0924 |
| Fachbereich Psychologie und Sportwissenschaft | Volume: 302.854 EUR |
| Psychologisches Institut V |
Funding period: 01.01.2010 - 31.12.2012 |
| Fliednerstr. 21 | |
| 48149 Münster |
Strategy oriented approaches based on self-regulated learning models have proven to be successful in fostering reading comprehension. However, these theoretical concepts are hardly ever put into classroom practice. The purpose of this project is to compare and evaluate the efficacy of three different kinds of teacher professionalization that support students’ self-regulated reading. Additionally, the effects of networks among teachers and the question, whether they have a lasting effect on changing and improving classroom instruction will be investigated. The following approaches will be compared: a) implementation of a worked-out program to improve self-regulated reading (control group), b) an approach that in addition uses a cooperative network among teachers for shared reflection of reading classes (treatment group 1) and c) using a cooperative network to develop further resources in addition to the already existing teaching program (treatment group 2). The program "Becoming text detectives" (Gold et al., 2004) will be the basic material in all treatment conditions. The study will be conducted in 60 classrooms in Secondary General Schools, Intermediate Secondary Schools and Comprehensive Schools. Data collection of student achievement is planned at four different times, starting at the beginning of fifth grade and ending in the middle of sixth grade (December). Effects will be collected on a student level (study success, self-concept), as well as on the level of classroom observation.
Enhancing Teachers Competencies in Analyzing and Fostering Student Learning Strategy Skills (Subproject Ulm)
| Universität Ulm | Principal investigator: Prof. Dr. Tina Seufert |
| Fakultät für Ingenieurwissenschaften und Informatik | Project number: 01JH0925 |
| Institut für Psychologie und Pädagogik |
Volume: 233.688 EUR |
| Albert-Einstein-Allee 47 | Funding period: 01.10.2009 - 30.09.2012 |
| 89081 Ulm | |
The efficient use of learning strategies is one of the crucial competencies for learning. Little analysis exists yet whether these competencies can be taught effectively during lessons. This project aims to qualify teachers regarding the diagnosis and fostering their students’ use of learning strategies. In a first step, the project group will analyze the competencies of teachers in diagnosing and fostering learning strategies. This analysis serves as the basis for a training program compensating for possible deficits. Following the training program, teachers will be coached during the implementation of the strategy program for the students. The development of teacher as well as student competences will serve as an indicator of the program’s effectiveness. Research will follow an experimental design with waiting control groups which allows for comparing trained groups with (initially) untrained groups. The expected increase in competences will be analyzed by using quantitative measures concerning the outcomes of the learning process as well as by using qualitative measures of the process of knowledge acquisition. The joint project of the universities of Ulm and Cologne addresses secondary schools in the regions of Bavaria, Baden‐Wuerttemberg and North‐Rhine Westphalia. From each of the 40 participating schools, 6 teachers who give lessons in Math, German, and natural science classes will participate.
Enhancing Teachers Competencies in Analyzing and Fostering Student Learning Strategy Skills (Subproject Cologne)
| Universität zu Köln | Principal investigator: Prof. Dr. Petra Herzmann |
| Humanwissenschaftliche Fakultät | Project number: 01JH0926 |
| Institut III für Allgemeine Didaktik und Schulforschung |
Volume: 126.650 EUR |
| Gronewaldstr. 2 | Funding period: 01.10.2009 - 30.09.2012 |
| 50931 Köln | |
The efficient use of learning strategies is one of the crucial competencies for learning. Little analysis exists yet whether these competencies can be taught effectively during lessons. This project aims to qualify teachers regarding the diagnosis and fostering their students’ use of learning strategies. In a first step, the project group will analyze the competencies of teachers in diagnosing and fostering learning strategies. This analysis serves as the basis for a training program compensating for possible deficits. Following the training program, teachers will be coached during the implementation of the strategy program for the students. The development of teacher as well as student competences will serve as an indicator of the program’s effectiveness. Research will follow an experimental design with waiting control groups which allows for comparing trained groups with (initially) untrained groups. The expected increase in competences will be analyzed by using quantitative measures concerning the outcomes of the learning process as well as by using qualitative measures of the process of knowledge acquisition. The joint project of the universities of Ulm and Cologne addresses secondary schools in the regions of Bavaria, Baden‐Wuerttemberg and North‐Rhine Westphalia. From each of the 40 participating schools, 6 teachers who give lessons in Math, German, and natural science classes will participate.
Intervention Study with Teacher Trainees for the Development of Model Competence in Biology
| Freie Universität Berlin | Principal investigator: Prof. Dr. Dirk Krüger |
| Fachbereich Biologie, Chemie, Pharmazie | Project number: 01JH0927 |
| Institut für Biologie |
Volume: 116.734 EUR |
| Schwendenerstr. 1 | Funding period: 01.11.2009 - 31.10.2012 |
| 14195 Berlin | |
The project covers the effect of an intervention for the promotion of the model competence for teachers and students. Based on the international state of research, students` model competence should be developed. The aims of the project are to encourage the model competence in two dimensions ("knowledge about models" and "building models") concerning teacher trainees, to promote the diagnostic ability regarding model competence and to evaluate the effectiveness of instructions developed by teacher trainees. Successful interventions are used from video documentations to train both teacher trainees and experienced teachers.
Individual and Organisational Influence on Study Performance in Teacher Education
| Universität des Saarlandes | Principal investigator: Prof. Dr. Roland Brünken |
| Fakultät 5 - Philosophische Fakultät III | Project number: 01JH0928 |
| Empirische Humanwissenschaften | Volume: 264.158 EUR |
| Fachrichtung 5.1 Erziehungswissenschaft |
Funding period: 01.10.2009 - 30.09.2012 |
| PF 15 11 50 | |
| 66041 Saarbrücken |
The purpose of the project is to test a prediction model of study performance that includes general and study specific individual and organisational predictors and their development during the course of studies. The project has four major goals: (1) Examination of the interactions between variables and their contribution to the prediction of study performance, (2) observation of the development of variables assessed at the beginning of the studies, (3) completion of the individual perspective mainly taken in research so far with organisational variables from a university learning environment, and (4) testing the possible generalization of the model to other study programs. Over a period of 2 x 3 years, individual study entry data, data progression, study conditions, study performance (first phase of project) as well as performance during the teacher-in-training period (second phase of project) will be assessed for all teacher trainees enrolled at the Saarland University in the corresponding years in a combined longitudinal study. This data will be compared with the data of a second sample (psychology students). Individual and organisational data will be assessed using validated as well as individually adjusted methods. Study performance will be measured using multiple criteria (professional competence and competence in acting) as well as using multiple methods (study related grades, knowledge tests, video analyses).