,,Look at the pictures again, maybe you can find it out". Kompetenzorientierte Erarbeitung einer Bildergeschichte im Englischunterricht

In diesem Beitrag wird diese Unterrichtsstunde aus einer kompetenzorientierten Perspek­tive analysiert. Somit befasst sich das vorliegende Kapitel mit der Frage, was (über die Anwendung von Testaufgaben hinaus) einen kompetenzorientierten Unterricht aus­zeichnet und inwiefern sich dies in der vorliegenden videografierten Unterrichtsstun­de niederschlägt. Die Herausforderung liegt darin, dass in dem vorliegenden Daten­material weder bei den zu beobachtenden Schülerinnen und Schülern noch bei der unterrichtenden Lehrperson die vorhandenen Kompetenzen beziehungsweise deren Entwicklung zugänglich sind

Differences in Research Literacy in Educational Science Depending on Study Program and University

[EN] The ability to purposefully access, reflect on, and use evidence from educational research (Educational Research Literacy, ERL) are key competencies of future professionals in educational practice. Based on the conceptual framework presented in this paper, a test instrument was developed to assess ERL, consisting of the competence facets Information Literacy, Statistical Literacy, and Evidence-based Reasoning. This contribution aims to delve deeper into the question of whether Educational Science students differ in their overall ERL proficiency depending on their study program and university. This comparison is based on a large-scale study of 1,213 Educational Science students (Teacher Training and Educational Studies) at six German universities in the winter semester of 2012/13 and in the summer semester of 2013. The results indicate that students seem to profit from their studies at the different universities. Moreover, the ERL competence facets differentiate to some extent between universities and degree programs, which can serve as the starting point for curricular quality development measures. Subsequently, the results are critically discussed, and the desiderata for future research are stated, e.g., the identification of predictors that cause the reported differences.Groß Ophoff, J.; Schladitz, S.; Wirtz, M. (2017). Differences in Research Literacy in Educational Science Depending on Study Program and University. En Proceedings of the 3rd International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 1193-1202. https://doi.org/10.4995/HEAD17.2017.55561193120

Preparing Teacher Training Students for Evidence-Based Practice Promoting Students’ Research Competencies in Research-Learning Projects

Research-learning projects (RLP) enable teacher training students to acquire competencies for evidence-based practice (EBP) in the context of their university studies. The aim of this longitudinal study is to develop, implement, and evaluate a RLP format to promote competencies for EBP in teacher training students. These competencies can be broken down into the categories of using research, which involves reflection on and use of evidence to solve problems in teaching practice, and establishing research, which involves investigating a research question independently by applying research methods. In a longitudinal study we evaluate the increase in competencies based on a self-assessment of competencies (indirect measurement) focusing on establishing research, and a competence test (direct measurement) focusing on using research. We also add a retrospective pre-assessment version (quasi-indirect measurement) to consider response shift and over- or underestimation in self-assessments. Our findings show that teacher training students can be prepared for EBP through RLP. Further development potential for the RLP format is being discussed

Do pupils at research-informed schools actually perform better? Findings from a study at English schools

Across the globe, many national, state, and district level governments are increasingly seeking to bring about school ‘self improvement’ via the fostering of change, which, at best, is based on or informed by research, evidence, and data. According to the conceptualisation of research-informed education as inquiry cycle, it is reasoned that there is value in combining the approaches of data-based decision-making and evidence-informed education. To put this assumption to test, a data-set based on 1457 staff members from 73 English primary schools (school year 2014/2015) was (re-)analysed in this paper. Not only survey information about trust among colleagues, organisational learning and the research use climate was used (cf. Brown et al., 2016), but also the results from the most recent school inspections and the results from standardised assessment at the end of primary school. Of particular interest was, as to whether the perceived research use climate mediates the association between organisational learning and trust at school on the one hand and the average pupil performance on the other, and whether schools that were rated as ‘outstanding’, ‘good’, or ‘requires improvement’ in their most recent school inspection differ in that regard. Data was analysed based on multi-level structural equation modelling. The originality of this paper lies in challenging common claims that teachers’ engagement with research supports development processes at schools and pupil performance. Our findings indicate that schools with a higher average value of trust among colleagues report more organisational and research informed activities, but also demonstrate better results in the average pupil performance assessment at the end of the school year. This was particularly true for schools rated as ‘good’ in previous school inspections. In contrast, both ‘outstanding’ schools and schools that ‘require improvement’ appeared to engage more with research evidence, even though the former seemed not to profit from it. Accordingly, the conclusion is drawn that a comprehensive model of research-informed education contributes to more conceptual clarity in future research, and based on that, contribute to theoretical development

Connotative aspects of epistemological beliefs

Various studies have shown that epistemological beliefs affect personal learning and teaching performances. Therefore, epistemological beliefs have become an attractive object of research with different methods of survey. A distinction can be made between denotative and connotative aspects of beliefs, the former being reflected upon, explicit beliefs, whereas the latter being associative and evaluative judgements on (in our case: mathematical) epistemological beliefs. The present study used the instrument Connotative Aspects of Epistemological Beliefs by Stahl and Bromme to collect data from university students in mathematics in the years of 2017, 2018 and 2019. The pseudo-longitudinal data analysis showed 1. that students hold different connotative beliefs regarding the two domains “mathematics at university” and “mathematics at school” regardless their study progress, 2. that the beliefs remain relatively stable within the domains overtime and 3. that – considering the different mathematical programmes of study (e.g., pre-service teachers vs. mathematics majors) – the students’ connotative beliefs mainly differ regarding beliefs about the simplicity of mathematical knowledge at school

Die österreichische Sommerschule als Service-Learning. Ein Beitrag zur Professionalisierung?

Der Beitrag fokussiert ein Service-Learning-Angebot im Rahmen einer österreichischen Sommerschule, die zur Verringerung der pandemiebedingten Bildungsungleichheiten beitragen sollte. Lehramtsstudierende unterrichteten während der Sommerschule Schüler*innen und besuchten ein Begleitseminar. Die vorliegende Studie untersucht anhand eines Prä-Post-Vergleichs, wie sich das Service-Learning-Angebot auf die adaptive Handlungskompetenz, die Einstellung zur sprachlichen und soziokulturellen Diversität und die unterrichtsbezogene Selbstwirksamkeit ausgewirkt haben. (DIPF/Orig.

Merkmale (nicht-)traditioneller Lehramtsstudierender

Angesichts des akuten Lehrkräftemangels ergreifen in Österreich vermehrt auch nicht-traditionelle Studierende wie Quereinsteiger:innen den Lehrer*innenberuf. Im Zuge der Erforschung neu eingeführter Studiengänge wird deutlich, dass sich diese nicht-traditionellen Studierenden von traditionellen Studierenden unterscheiden, und zwar nicht nur in demografischen Merkmalen, sondern anfänglich auch in ihren professionsbezogenen Überzeugungen. Aus den im Beitrag vorgestellten Unterschieden lassen sich Implikationen für die Ausbildung nicht-traditioneller Studierender ableiten. (DIPF/Orig.

School development and teacher professionalization by using statewide achievement tests. Comment to the discussion about VERA

Vergleichsarbeiten bieten vielfältige Möglichkeiten für eine zielgerichtete Unterrichtsentwicklung und die Förderung der Schülerinnen und Schüler. Das Projekt VERA kann dazu beitragen, wenn die erhobenen Daten im Sinne der Projektziele genutzt und aktuelle Missverständnisse aufgeklärt werden. (DIPF/Orig.)Statewide achievement tests provide various options and opportunities for the development of school quality. Utilizing the project VERA as an illustrative example, project objectives and current misconceptions are discussed. (DIPF/Orig.

Effekte verschiedener Antwortformate in der Erfassung bildungswissenschaftlicher Forschungskompetenz

The use of appropriate response formats in competency testing has been a topic of interest for the last few decades. Especially the comparison of multiple-choice items with free-response items has been widely examined. The present study examines objective and subjective difficulty of those two response formats and furthermore addresses the question of construct dimensionality based on response formats. Test items measuring Educational Research Literacy were presented to 600 university students in Educational Sciences. To eliminate possible distortions from memory effects, stem-equivalent items of both formats were distributed among two test booklets and linked together with anchoring items. Comparing the response formats did not reveal a clear result concerning objective difficulty. Free-response items were in most cases subjectively rated to be more difficult than multiple-choice items. Objective item difficulty was in most cases not related to subjectively rated difficulty, independent of response format. Model comparisons suggested no differing dimensionality when a method factor based on response format was defined additionally. The results show that in the domain of Educational Research Literacy, there is no distinct advantage of one format over the other in terms of difficulty. This and the established unidimensionality suggest that both formats may be used in competency tests in this content domain. (DIPF/Orig.)Der Einsatz angemessener Antwortformate in der Kompetenzmessung ist ein viel diskutiertes Thema pädagogisch-psychologischer Forschung. Dabei steht vor allem der Vergleich offener und geschlossener Antwortformate im Vordergrund. Die vorliegende Studie vergleicht die objektive und subjektive Schwierigkeit dieser beiden Formate und prüft die sich daraus ergebende Dimensionalität des Konstrukts Bildungswissenschaftliche Forschungskompetenz. 600 Studierenden der Bildungswissenschaften wurden Testitems in geschlossenem und offenem Antwortformat vorgelegt. Um Verzerrungen durch Erinnerungseffekte auszuschließen, wurde inhaltsgleiche Items in beiden Formaten auf zwei Testhefte verteilt und mit Ankeritems untereinander verlinkt. Im Vergleich zeigte sich kein klarer Vorteil eines Formats in der objektiven Schwierigkeit; subjektiv wurden jedoch Items mit freien Antworten eher schwieriger eingeschätzt. Für die meisten Items zeigten sich keine Zusammenhänge zwischen objektiver und subjektiv eingeschätzter Schwierigkeit. Modellvergleiche auf latenter Ebene deuteten nicht auf eine spezifische Dimensionalität in Abhängigkeit von den Antwortformaten hin. Die Ergebnisse sprechen gegen einen klaren Vorteil eines bestimmten Antwortformats im Bereich der Bildungswissenschaftlichen Forschungskompetenz. Zusammen mit der gefunden Eindimensionalität des Konstrukts legen die Ergebnisse nahe, dass in dieser Domäne beide Formate in Tests eingesetzt werden können. (DIPF/Orig.