Betreute Praktika - Anforderungen an Praktikumslehrerinnen und -lehrer

Ziel des Projekts "Lernen im Praktikum" (vgl. Hascher & Moser, 1999; Moser & Hascher, 2000) war, die Lernprozesse im Praktikum während der Ausbildung am Sekundarlehramt der Universität Bern differenzieren und erklären zu können. Ein zentrales, wenn auch nicht überraschendes Ergebnis dabei war, dass die Betreuung durch die Praktikumslehrer/innen für die Lernprozesse von Studierenden sehr wichtig ist. Im nachfolgenden Beitrag werden nun die Rollen der Praktikumslehr- Personen und ihre Unterstützungsformen näher beleuchtet. Dazu wird sowohl auf die quantitative als auch die qualitative Studie, sowohl auf die Sicht der Studierenden als auch auf die Perspektive der Praktikumsleiter/innen Bezug genommen. Ebenso werden schwierige Aspekte der Betreuung im Praktikum diskutiert

Testing effects of promoting antecedents of mathematics achievement emotions: A change-change model

Based on the control-value theory of achievement emotions, the present study investigates whether an intervention setting with the aim of inter alia promoting positive emotions could change control and value appraisals of low-achieving secondary school students in mathematics over two school years (Grades 7 and 8). Further, we examine the change-change assumption that positive intraindividual changes in perceived control and value longitudinally predict intraindividual changes in enjoyment, anger, anxiety, and boredom. Latent change models of 348 students revealed no significant effect of the intervention on changes in perceived control or value. Results confirmed the change-change hypothesis of the control-value theory for control and value and enjoyment, anger, anxiety, and boredom: Intraindividual changes in these emotions were longitudinally predicted by intraindividual changes in perceived control and value. Therefore, it can be assumed that the strategy of influencing students' control and value appraisals may be an effective measure to promote positive emotions while reducing negative ones

Reciprocal Effects between Self-Determined Motivation and Engagement in Mathematics

Student motivation and engagement are key requirements for successful learning. Existing research has shown that motivation can be seen as a predictor of engagement. However, this relationship might not be seen as linear, as engagement may also predict motivation for future learning activities. Therefore, the present paper investigates whether reciprocal effect can be found between self-determined motivation and behavioral engagement in mathematics instruction in lower secondary education. A total of six latent cross-lagged structural equation models were conducted with two forms of self-determined motivation (intrinsic and identified regulation) and three behavioral engagement indicators (effort, inattention, and procrastination). Data consists of answers of 348 students in Grades 7 and 8 at three measurement points. Results revealed positive effects between both forms of self-determined motivation and effort, and negative effects between both forms of self-determined motivation and inattention and procrastination over time. Cross-lagged effects vary depending on the behavioral engagement indicators and in terms of the strength of the direction. These results suggest that, in addition to the effect of motivation on behavioral engagement, students’ behavioral engagement in learning activities in mathematics may also influence his or her future motivation for mathematics learning

Stability and change of secondary school students' motivation profiles in mathematics: Effects of a student intervention.

There is high agreement that motivation is an important factor for successful learning processes and outcomes. But how do students differ in terms of motivation and how do these differences affect the effectiveness of a motivation intervention? As an intervention interacts with students' characteristics, students' heterogeneity must be considered and homogeneous intervention effects must be critically examined. This study aimed to identify motivation profiles of a specifically vulnerable student group, namely students in the lowest ability tier in the learning of mathematics. Within the framework of self-determination theory, we investigated how these profiles changed during Grade 7 and Grade 8. Furthermore, the study examined whether a particular intervention setting aimed at promoting positive emotions and motivation in learning had an impact on the patterns of change in the specific motivation profiles compared to students in the control condition. A latent profile analysis based on self-reported intrinsic, identified, introjected, and external regulation of 348 students revealed three motivation profiles, consisting of (a) low-mixed, (b) high-mixed, and (c) self-determined. Results of the latent transition analysis indicated that the majority of students tended to remain in the same profile and also revealed different effects of the intervention on different motivation profiles. The intervention seemed to be better tailored to students in the low-mixed motivation profile than to students in other profiles. This result highlights the nature of differential effects between students

School alienation and student well-being: A cross-lagged longitudinal analysis

School alienation is identified as a severe educational problem that hampers stu- dents’ academic journey. However, little is known about the concept’s interplay with other socio-emotional phenomena such as well-being. This longitudinal study explored the cross- lagged associations among alienation from learning, teachers, and classmates, and different dimensions of student well-being. To investigate the direction of the relationship between school alienation and student well-being, we used self-report instruments at two measurement points over a 1-year interval. Data were collected from a sample of 508 Swiss secondary school students from grade 7 to grade 8 participating in the “School Alienation in Switzerland and Luxembourg (SASAL)” research project. Controlling for gender differences, the results of latent variable modeling revealed considerable stability effects across time and a causal effect of school alienation on student well-being, whereas the reversed effect of student well-being on subsequent school alienation was nonsignificant. The three domains of school alienation were found to have different associations with six well-being dimensions. Alienation from learning had a negative impact on positive attitudes to school and enjoyment in school. Alienation from teachers negatively predicted positive attitudes to school and positively predicted worries and social problems in school. Alienation from classmates negatively influenced future positive attitudes to school and contributed to the prevalence of social problems in school. The findings provide empirical support for the importance of students’ feelings of alienation in determining students’ sense of well-being and imply that both academic and social aspects of schooling have a significant impact on young people’s stances toward school

The Role of Dyadic Teacher-Student Relationships for Primary School Teachers' Well-Being.

Teacher well-being is not only relevant for the effectiveness of individual teaching and student learning but also for general school quality and societal functioning, because teacher well-being is related to lower burnout risks and lower attrition. Previous research identified social relationships in school as a crucial source of teacher well-being. However, studies investigating the role of teacher-student relationships as a determining factor for teacher well-being are still scarce. This study takes a qualitative approach toward investigating the role of dyadic teacher-student relationships in teacher well-being. We analyzed twenty-six semi-structured interviews with Swiss primary school teachers, using a qualitative content analysis. The results showed that dyadic teacher-student relationships played an important to a very important role in the everyday life of teachers and were a source of both positive and negative emotions, cognitions, and physical sensations. The quality of the dyadic teacher-student relationship was reflected in the social-emotional competence of both teachers and students. Conflicts were not necessarily inhibiting teacher well-being. The findings of this study can be used to inform teacher-training institutions, as well as authorities, on how to support teachers in building relationships with their students and, in turn, foster their well-being

How Does Well-Being in School Matter? Effects, Influencing Factors, and Promotion

Non peer reviewe

Health and resilience of preservice teachers. Insights into the current state of theory and research with a specific focus on teacher preparation programmes in Switzerland

Der vorliegende Beitrag gibt einen Einblick in den Theorie- und den Forschungsstand zur Gesundheit von Lehramtsstudierenden mit spezifischen Bezügen zu Studierenden in der Schweiz. Dabei werden auch Aspekte der Gesundheit von Lehrerinnen und Lehrern beleuchtet, da Studierende oft schon während ihrer Ausbildung in Schulen arbeiten. Der Beitrag thematisiert Herausforderungen, mit denen Lehramtsstudierende in dieser Doppelrolle konfrontiert sind. Besondere Aufmerksamkeit gilt der Resilienz. Abschliessend werden Ansätze zur Förderung der Resilienz bei Lehramtsstudierenden diskutiert. (DIPF/Orig.)This article provides an insight into the current state of theory and research on the health of preservice teachers, focusing specifically on student teachers in Switzerland. Given the unique circumstance that preservice teachers actively engage in school environments during their training, we also shed light on various dimensions of teacher health. Emphasizing the dual role that preservice teachers face, the article explores the challenges that are inherent in this dynamic. In particular, we place a specific spotlight on the pivotal role of resilience and examine practical approaches to promoting and sustaining resilience among preservice teachers. (DIPF/Orig.

Homework from (prospective) teachers\u27 points of view

Die Hausaufgabenpraxis von Lehrpersonen ist unterschiedlichen Befunden zufolge sehr veränderungsresistent und damit ein kritischer Faktor bezüglich der Qualitätsentwicklung von Unterricht. Vor diesem Hintergrund bekommt die Frage Bedeutung, in welchem Ausmaß sich die Vorstellungen von Lehrpersonen hinsichtlich einer Hausaufgabenpraxis von denen von Lehramtsstudierenden unterscheiden. Aus den Ergebnissen lassen sich bezüglich einzelner Merkmale deutliche Vorstellungsunterschiede zwischen Lehrpersonen und Lehramtsstudierenden konstatieren. (DIPF/Orig.)According to various findings individual practices of teachers concerning homework are rather resistant to change and therefore a critical factor when it comes to improving quality of instruction. Bearing this in mind the question whether teachers and (university) students have different beliefs concerning homework gains importance. The results illustrate that beliefs of teachers clearly differ from those of students in teacher training. (DIPF/Orig.