@phdthesis{Rueprich2017, author = {R{\"u}prich, Claudia}, title = {Ziele und Handlungen von Lehrkr{\"a}ften - Eine Untersuchung zu Lehrerzielen, ihrer Struktur und den Zusammenh{\"a}ngen zu subjektivem Wohlbefinden, Unterrichtsqualit{\"a}t und der wahrgenommenen Wirksamkeit von Unterrichtsmethoden}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:739-opus4-5446}, school = {Universit{\"a}t Passau}, pages = {VI, 204 Seiten}, year = {2017}, abstract = {Lehrkr{\"a}fte verfolgen in ihrem Beruf eine Vielzahl inhaltlich unterscheidbarer Ziele, wobei bislang nur sehr wenige Arbeiten vorliegen, die diese systematisch erfassen und klassifizieren. Um das Zielstreben der Lehrkr{\"a}fte differenziert zu messen und dar{\"u}ber hinaus zu {\"u}berpr{\"u}fen, wie unterschiedliche inhaltliche Zielauspr{\"a}gungen mit dem Erleben und Verhalten der Lehrkr{\"a}fte in Zusammenhang stehen, wurden drei empirische Studien durchgef{\"u}hrt. Die erste Studie verdeutlicht die Entwicklung eines quantitativen Messinstruments, das es in Anlehnung an die qualitative Arbeit von Hagger und Malmberg (2011) erlaubt, insgesamt 13 verschiedene Ziel-Inhaltskategorien mit jeweils vier Items zu erfassen. Die Testung an 132 Lehramtsstudierenden sowie 227 im Beruf stehenden Lehrkr{\"a}ften zeigt erste Evidenzen f{\"u}r die psychometrische Qualit{\"a}t dieses Instruments. Es lassen sich drei Faktoren h{\"o}herer Ordnung finden, die als sozio-emotionaler, aufgabenbezogener und selbstbezogener Faktor interpretiert werden k{\"o}nnen. Ferner zeigen sich positive Korrelationen zur Lehrerselbstwirksamkeit, dem Selbstwert und Lebenszufriedenheit, negative zur emotionalen Ersch{\"o}pfung. Die zweite empirische Arbeit verdeutlicht in Form einer Beobachtungsstudie an 34 Unterrichtsklassen die besondere Bedeutung der Ziele f{\"u}r das Verhalten der Lehrkr{\"a}fte. So l{\"a}sst sich feststellen, dass insbesondere die von Lehrkr{\"a}ften berichteten sozio-emotionalen Ziele signifikant mit den fremdeingesch{\"a}tzten Unterrichtsqualit{\"a}tsmerkmalen der Klassenf{\"u}hrung und des lernf{\"o}rderlichen Klimas im positiven Zusammenhang stehen. In der dritten Studie mit 188 Lehramtsstudierenden, 85 Referendaren sowie 117 Lehrkr{\"a}ften l{\"a}sst sich nachweisen, dass die Ziele auch mit den Einsch{\"a}tzungen {\"u}ber die Wirksamkeit verschiedener Unterrichtsmethoden in Zusammenhang stehen. So zeigt sich mittels eines clusteranalytischen Vorgehens, dass vor allem diejenigen Cluster der Lehrkr{\"a}fte, die durch ein Muster von stark ausgepr{\"a}gten sozio-emotionalen Zielen charakterisiert sind, zu einer ausgepr{\"a}gt positiven Wirksamkeitseinsch{\"a}tzung sch{\"u}lergeleiteter Unterrichtsmethoden wie entdeckendem oder kooperativem Lernen tendieren, und vor allem diejenigen Cluster der Lehrkr{\"a}fte, die durch ein Muster von stark ausgepr{\"a}gten aufgabenbezogenen Zielen charakterisiert sind, zu einer positiven Wirksamkeitseinsch{\"a}tzung lehrergeleiteter Unterrichtsmethoden wie regelm{\"a}ßigen Hausaufgaben oder der direktiven Instruktion tendieren. Die Ergebnisse werden sowohl hinsichtlich der M{\"o}glichkeiten und Limitationen der Fragebogenentwicklung sowie der Bedeutung der Ziele f{\"u}r das Erleben und das Unterrichtsverhalten kritisch diskutiert.}, subject = {Lehrerpers{\"o}nlichkeit}, language = {de} } @techreport{MaegdefrauKufnerHanketal.2017, author = {M{\"a}gdefrau, Jutta and Kufner, Sabrina and Hank, Barbara and Kainz, Hubert and Michler, Andreas and Mendl, Hans and Lengdobler, Bettina and Karpfinger, Franz}, title = {Standards and Indicators for the Development of Skills in Teacher Education}, editor = {M{\"a}gdefrau, Jutta}, organization = {Universit{\"a}t Passau}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:739-opus4-4957}, pages = {53 S.}, year = {2017}, abstract = {Which skills may student teachers be expected to have, after all, after having completed their first period of practical training at school? After three to six semesters of studying and a six-week long period of practical training at school, what may be expected from them when it comes to those professional skills as being expected from professional teachers? Which skills may they be expected to have in their fifth semester of studying, at a stage when, in the context of their studies, student teachers in Bavaria are doing their subject-related periods of practical training? And what may a trainee teacher be expected to have achieved at the end of his or her teaching training? Finally, which skills may professional teachers be expected to have which may not be expected from trainee teachers? Questions like these give expression to a problem a team of professors, lecturers and responsible school supervisors has dedicated their efforts to. The overall objective of the collaboration was to define skills and indicators that describe developing processes between the beginning of studies and being a professional teacher. For this purpose, one reached back to current empirical findings from the field of pedagogical and psychological teaching quality research. Generally, due to the fact that pedagogical work focuses on achieving certain objectives, it is always normative. Usually empiricists hesitate when it comes to deductively deriving normative skills from the findings of quality research, even more as the data situation concerning certain sub-dimensions is rather contradictory. But still: in the course of an individual, biographical professionalization process, teacher training aims at providing each individual with abilities that will make him/her a good teacher or allow for "high-quality" teaching. Everybody working in the field of teacher training is aware of the fact that, when it comes to the practical aspects of teacher training, general formulations require concrete action. An illustrative example is the individual counselling of students or trainee teachers: After having given a lesson, each student and his/her tutor reflect on positive and less positive aspects by reaching back to quality criteria. And this is exactly what this paper is about: It tries to offer an advisory tool for students, trainee teachers, teachers, school administrations and school supervising authorities, by providing information about which concrete skills may be expected at a defined stage of professionalization and how these skills can be identified. This paper is the result of a two-year collaboration; its release is meant to contribute to a debate on the topic among a larger public. Following the introductory remarks, in the first section of the paper M{\"a}gdefrau, Kufner and Hank present the theoretical basis: The criteria for selecting the dimensions of qualities of teaching as well as the spiral-curricular structure of the standards given in Section II are explained. Furthermore, there are some brief comments on possible practical applications. Then in Sections II and III the standards of the collaborating authors are presented. Section II presents the standards according to the chosen dimensions of teacher behavior. That is, the reader will find the respective skills and indicators for the four phases of the Bavarian teacher education system (period of practical training at school, subject-didactic period of practical training, traineeship, and professional teacher training) in sequence. The first two phases refer to the university phase, the third to the training phase at school after graduating, and the forth describes the skills teachers should have at their disposal and continually develop through teacher trainings. (For an overview, see Figure 1.) This juxtaposition allows for easily pursuing the skills development process supposed to be achieved phase by phase for each dimension and sub-dimension. Then section III once again gives an overview of the standards according to the four phases, so that e. g. students in their first semester may see at first sight what skills they are expected to have after their first period of practical training at school.}, language = {en} }