Competency in invasion science: addressing stagnation challenges by promoting innovation and creative thinking

In today's ever-evolving scientific landscape, invasion science faces a plethora of challenges, such as terminological inconsistency and the rapidly growing literature corpus with few or incomplete syntheses of knowledge, which may be perceived as a stagnation in scientific progress. We explore the concept of 'competency', which is extensively debated across disciplines such as psychology, philosophy, and linguistics. Traditionally, it is associated with attributes that enable superior performance and continuous ingenuity. We propose that the concept of competency can be applied to invasion science as the ability to creatively and critically engage with global challenges. For example, competency may help develop innovative strategies for understanding and managing the multifaceted, unprecedented challenges posed by the spread and impacts of non-native species, as well as identifying novel avenues of inquiry for management. Despite notable advancements and the exponential increase in scholarly publications, invasion science still encounters obstacles such as insufficient interdisciplinary collaboration paralleled by a lack of groundbreaking or actionable scientific advancements. To enhance competency in invasion science, a paradigm shift is needed. This shift entails fostering interdisciplinary collaboration, nurturing creative and critical thinking, and establishing a stable and supportive environment for early career researchers, thereby promoting the emergence of competency and innovation. Embracing perspectives from practitioners and decision makers, alongside diverse disciplines beyond traditional ecological frameworks, can further add novel insights and innovative methodologies into invasion science. Invasion science must also address the ethical implications of its practices and engage the public in awareness and education programs. Such initiatives can encourage a more holistic understanding of invasions, attracting and cultivating competent minds capable of thinking beyond conventional paradigms and contributing to the advancement of the field in a rapidly changing world.

Care Competencies Training Enhances Adolescents' Well-being: A Randomized Controlled Trial

Objective: This intervention study seeks to assess the impact of a care competencies training program on students' well-being. Method: This randomized controlled trial involved 191 Vietnamese adolescents (65.4% female, Mage = 16 years and 8 months) in a 7-week intervention study that used video vignettes to build their care competencies. Validated scales were used to determine their care competencies (Care Competencies Questionnaire for Adolescents) and well-being (Strengths and Difficulties Questionnaire, Perceived Stress Scale and Satisfaction with Life Scale) at three points in time: before, immediately after, and two months after the intervention. The full-information maximum likelihood approach was applied to latent growth curve modeling (LGM) in Mplus 8.5 to estimate the initial level (i.e., intercept) and the change (i.e., slope) in care competencies and well-being among adolescents over time. Factor scores of LGMs were saved for correlation and multiple linear regression analysis by using SPSS (version 26.0) to explore the relationships between the changes in care competencies/failures and the changes in well-being. Results: Results showed that, next to a significant increase in care competencies and a significant decrease in care failures, other well-being variables also significantly changed in the intervention group. In the intervention group, but not in the control group, changes in care competencies and failures consistently and significantly predicted changes in well-being. Conclusion: The results support the potential of the video vignette-based intervention to promote the development of adolescents' care competencies.

The core competencies of a health education teacher

Teachers play a crucial role in students' learning and in the development of health literacy. Hence, the aim of this study was to identify the core competencies needed for teachers of health education in supporting student learning. A three-round Delphi study was carried out over an 8-week period, through consultation with 25 Finnish experts in health education. An open-ended question was used to identify the core competencies for school health educators. The data were analysed using inductive content analysis. In subsequent rounds, experts were asked to assess the importance of the identified competencies on a 7-point Likert scale, and finally to rank the most important competencies. In total, 52 competencies were identified and categorized into eight core competence domains. Thereafter, 40 competencies were assessed and selected for the third round, in which the experts ranked the 15 most important competencies, encompassing four core domains, i.e. pedagogic and subject-specific didactic, social and emotional, content knowledge and continuous professional development. Other domains of competence identified in the present study were ethical competence, competence in school health promotion, contextual competence and professional well-being competence. The study defines health education teacher core competencies and domains, and the information can be used in teacher education programmes, for developing teaching and for teachers' self-evaluation.

Early childhood teachers' feedback in natural mathematical learning situations: Development and validation of a detailed category system

In many countries, early mathematical learning takes place in informal and play-based situations. To support children's mathematical learning, the interactions that occur in the daily contact between the early childhood (EC) teacher and the child in kindergarten play an important role. In these interactions, the feedback provided by the EC teacher is considered to have effects on learning. However, how EC teachers actually give specific or non-specific feedback in everyday activities and play situations with a potential for mathematical learning (natural mathematical learning situations) has been little studied so far. To comprehensively characterize the EC teacher's feedback in natural mathematical learning situations, the current study developed a detailed category system based on categories from previous feedback studies, conducted under various conditions and with different objectives. To verify our category system, we coded mathematical teacher-child interactions (N = 162). The coding provided us with evidence that the category system allows to capture the given feedback in natural mathematical learning situations reliably and in detail. The category system can be useful for further research examining the effects of naturally given feedback on children's mathematical learning and, in the long run, for training teachers in the use of potentially supportive feedback in natural learning situations.

Fostering diagnostic competence in prospective mathematics elementary teachers through epistemic activities

Research on fostering teachers' diagnostic competence and thinking has become increasingly important. To this end, research has already identified several aspects of effective fostering of teachers' diagnostic competence. One of the aspects is assignment of the role as a teacher in interventions but, so far, assignment of the role of student has hardly been considered. Based on a model of the diagnostic thinking process, this paper operationalizes the role of the student by solving specific tasks and the role of the teacher by analyzing student solutions. Furthermore, based on previous research, it is assumed that assigning both roles is effective in promoting diagnostic competence. The following research addresses the development of 137 prospective teachers' diagnostic thinking in an experimental pre-post-test study with four treatment conditions, which vary prospective teachers' working with tasks and students' solutions to those tasks. The quantitative results show that a treatment integrating focus on tasks and students' solutions is equally as effective as a treatment focusing solely on students' solutions, and also that a treatment focusing solely on tasks has no effect.

Education for all in action: Measuring teachers' competences for inclusive education

While inclusive education has achieved international importance, there is no valid instrument to measure teachers' competences in creating quality classrooms for diverse learners, which this study aims to remedy. Exploratory and confirmatory factor analyses with 975 pre-service teachers and 600 in-service teachers were used. Central to teachers' inclusive teaching competency is both beliefs and efficacy. Results show that teachers hold professional beliefs on student diversity, organized in four factors mapping unto axes of diversity (specifically ethnicity, disability, SES, and gender & sexuality). Teachers also hold beliefs on the responsibility of the educational field to create inclusion, organized in three factors: general school policy, initiatives geared specifically towards ethnic minority students, and initiatives for students with a disability. Furthermore, the results show five factors related to self-efficacy: noticing student diversity, enabling high-quality student-interactions, creating stimulating learning environments, collaborating with colleagues and diverse parents. The factorial structure and scale-scores are discussed for what they unveil of teachers' thinking about diversity in the classroom.

High-quality digital distance teaching during COVID-19 school closures: Does familiarity with technology matter?

During the COVID-19-related school closures teachers and students were challenged to suddenly switch to digital teaching at a distance. In particular, the challenge was to organize high-quality teaching in which students stay on task. Familiarity with technology may have helped to master the situation. However, only few studies so far have examined the quality of digital distance teaching (e.g., cognitive activation) during school closures and its relation to students' learning (e.g., effort investment). Moreover, systematic research concerning the role of familiarity with technology-enhanced teaching and learning acquired during face-to-face teaching is yet lacking. In our study, we used data from 729 ninth graders to investigate how student-observed learning activities when using technology at a distance were related to students' effort in learning in two subjects (mathematics, German). In addition, we examined whether student-perceived cognitive activation mediated this relation. Finally, the sample provides the unique opportunity to examine the role of familiarity, as some of the classes had been randomly equipped with tablet computers one year before the school closures and thus had the opportunity to gain familiarity with using technology in the classroom. Results from structural equation models showed that student-observed learning activities were associated with students' learning effort in both subjects. Student-perceived cognitive activation mediated this association. Familiarity with face-to-face technology-enhanced teaching gained before the COVID-19 pandemic appeared to be less important for high-quality digital distance teaching. Thus, infrastructural measures, such as equipping schools with digital devices so that teachers and students can familiarize themselves with technology, do not seem to be decisive for high-quality digital (distance) teaching-at least in the case of short-term change from face-to-face to digital distance teaching, as was necessary during the COVID-19 pandemic.

How authenticity impacts validity: Developing a model of teacher education assessment and exploring the effects of the digitisation of assessment methods

Based on a literature review of studies on teachers' professional competence and related assessment tools, this paper introduces a model of teacher education assessment. It is influenced by Miller's (1990) framework of assessment in medical education and includes, among other aspects, performance assessments. This model is used to understand the potential effects of transferring assessment tools into a digital format with assessment feedback. Five examples for such a transfer will be discussed: three methods for various aspects of communication, a test for pedagogical content knowledge, and a test for content knowledge. All five are established instruments well-described in terms of validity. All five have recently been transferred into a digital format. The analysis of this transfer also reveals a potentially harmful effect of digital assessment. The closer an assessment instrument is to assessing action-related parts of professional competence, the more authenticity is required; however, digitisation tends to decrease this authenticity. This suggests that an increasing number of digital assessment tools in teacher education might result in an even more dominant focus on knowledge tests, ignoring other parts of professional competence. This article highlights the role of authenticity in validity and discusses the most suitable assessment format to address various parts of professional competence. It ends by highlighting the lessons learned from the transfer of assessment instruments into a digital format that other academic disciplines might find interesting.

Empirical research on teacher competence in mathematics lesson planning: recent developments

Lesson planning is of central importance to the teaching of all subjects in school. However, despite its high relevance, there is still a substantial need for a comprehensive review of factors affecting lesson planning. Empirical evidence on how teachers' competence in lesson planning can be developed, what challenges may be encountered during the lesson planning process, and successful lesson planning designs and practices should come to light on. To close this gap the current paper presents the results of a systematic review of 20 empirical research studies on teacher competence in mathematics lesson planning. For detailed insight into the most recent contributions of the reviewed studies on mathematics lesson planning, we analyzed studies conducted during the past decade, adapting the "process model of lesson planning" and the model of "competence as continuum" as a heuristic for approaching lesson planning. We present key results of the studies related to four major themes: (1) dispositions and their influence on developing and implementing lesson plans, (2) quality aspects of lesson plans and the development of lesson planning skills, (3) difficulties in lesson planning, and (4) the relationship between lesson planning skills and performance in implementation of lesson plans. The results of our literature review reveal that teachers (especially novice teachers) face difficulties in lesson planning and their overall competence (and knowledge) are not at an expert level. However, as the results of the examined studies pointed out, teachers can acquire such competence and knowledge through training within initial teacher education and professional development. Overall, teachers need support in planning mathematics lessons by delineating their lesson plan to improve their awareness of students' thinking, possible learning trajectories, effective usage of the curriculum and teaching resources, and the potential of innovative pedagogies that incorporate new technology.

How does the learning environment support vocational student learning of domain-general competencies?

Studies and policy reports worldwide argue that a modern employee must possess domain-general competencies to become employed. However, competency studies within upper-secondary initial vocational education and training are scarce. Therefore, this study aimed to scrutinise this topic and examined how the experienced learning environment contributes to student learning of competencies. Study participants were students in automotive engineering, mechanical and metal engineering, electrical and automation engineering and building service technology. The data were collected with an online questionnaire and analysed statistically using structural equation modelling. The research findings indicate firstly that eight competency domains could be recognised: work organisation, cooperation ability, professional attitude, problem solving, willingness to learn, active listening, empathy and assertiveness. Secondly, students' experienced learning environment was characterised by social support and recognition provided by educators, equal treatment between students and a positive climate for learning. Thirdly, the quality of the experienced learning environment contributed to learning of competencies. The research findings enhance the scientific and societal discussion about vocational graduate competencies and to what extent the experienced learning environment contributes to the learning of competencies.

Supplementary Information

The online version contains supplementary material available at 10.1007/s12186-023-09318-x.

Developing faculty EdTech instructional decision-making competence with principles for the integration of EdTech

Future success for online teaching can be described in terms of competencies, the knowledge, skills, and affect and motivation that as component parts undergird successful performance, or in terms of competence, the behaviors that demonstrate ability to perform in an online setting. Either framing could aid higher education to consider how to foster online teaching excellence. Yet, considering this dichotomy instead as a continuum emphasizes a fruitful point in between to target for faculty professional learning. This linking, middle view, emphasizes the processes faculty use to recognize what the situation demands and make decisions about what to do and operationalize competencies into competence. This concept paper presents a set of conceptual principles that can serve as guidance to organize faculty decision making when integrating EdTech into higher education courses. Drawing on an existing dataset of interview data from two studies of faculty learning to integrate a new EdTech, instructors' experiences with each principle are illustrated. This provides opportunities to see how faculty organized decisions aligned with the principles and how faculty needs were met when principles described the project's support conditions. This approach shows how universities could benefit from framing EdTech support in terms of embedding representations to first build, then guide, technical and pedagogical knowledge and skill. Providing guiding principles may then motivate faculty to acquire and assemble those competencies in context-sensitive ways for instructional decision making.

The role of teachers in a sustainable university: from digital competencies to postdigital capabilities

An increase in online and hybrid education during and after the Covid-19 pandemic has rapidly accelerated the infiltration of digital media into mainstream university teaching. Global challenges, such as ecological crises, call for further radical changes in university teaching, requiring an even richer convergence of 'natural,' 'human' and 'digital'. In this paper, we argue that this convergence demands us to go beyond 'the great online transition' and reframe how we think about university, teachers' roles and their competencies to use digital technologies. We focus on what it takes to be a teacher in a sustainable university and consider emerging trends at three levels of the educational ecosystem-global developments (macro), teachers' local practices (meso), and daily activities (micro). Through discussion of examples of ecopedagogies and pedagogies of care and self-care, we argue that teaching requires a fluency to embrace different ways of knowing and collective awareness of how the digital is entwined with human practices within and across different levels of the educational ecosystem. For this, there is a need to move beyond person-centric theorisations of teacher digital competencies towards more holistic, ecological conceptualisations. It also requires going beyond functionalist views of teachers' roles towards enabling their agentive engagement with a future-oriented, sustainable university mission.

Identifying and dealing with student errors in the mathematics classroom: Cognitive and motivational requirements

Introduction

Mathematics classrooms are typically characterized by considerable heterogeneity with respect to students' knowledge and skills. Mathematics teachers need to be highly attentive to students' thinking, learning difficulties, and any misconceptions that they may develop. Identification of potential errors and appropriate ways to approach them is crucial for attaining positive learning outcomes. This paper explores which knowledge and affective-motivational skills teachers most require to effectively identify and approach students' errors.

Methods

To address this research question within the German follow-up study of the Teacher Education and Development Study in Mathematics (TEDS-M), 131 primary school mathematics teachers' ability to identify students' errors was assessed based on (a) a digitalized speed test showing different students' solutions in a written notation and (b) three video vignettes that showed different scenes from mathematics classes. These scenes dealt, among other things, with children who struggled with the lesson's mathematical content. Teachers were asked to analyze students' thinking and to determine how best to react. In addition, teachers' mathematics pedagogical content knowledge, mathematical content knowledge, and beliefs were assessed in separate tests and served as predictors for teachers' abilities to identify, analyze, and deal with students' errors.

Results

The results indicate that all components are interrelated. However, path analysis reveals that teachers' ability to deal with students' errors is mainly predicted by their constructivist beliefs while their ability to quickly identify typical students' errors is largely dependent on their mathematics content knowledge.

Discussion

The results show the central filtering function of beliefs. Teachers who believe that students must shape and create their own learning processes are more successful in perceiving and analyzing student errors in classroom situations. They may understand errors as learning opportunities and - thus - pay specific attention to these occurrences.

Representational scaffolding in digital simulations – learning professional practices in higher education

Purpose

To advance the learning of professional practices in teacher education and medical education, this conceptual paper aims to introduce the idea of representational scaffolding for digital simulations in higher education.

Design/methodology/approach

This study outlines the ideas of core practices in two important fields of higher education, namely, teacher and medical education. To facilitate future professionals’ learning of relevant practices, using digital simulations for the approximation of practice offers multiple options for selecting and adjusting representations of practice situations. Adjusting the demands of the learning task in simulations by selecting and modifying representations of practice to match relevant learner characteristics can be characterized as representational scaffolding. Building on research on problem-solving and scientific reasoning, this article identifies leverage points for employing representational scaffolding.

Findings

The four suggested sets of representational scaffolds that target relevant features of practice situations in simulations are: informational complexity, typicality, required agency and situation dynamics. Representational scaffolds might be implemented in a strategy for approximating practice that involves the media design, sequencing and adaptation of representational scaffolding.

Originality/value

The outlined conceptualization of representational scaffolding can systematize the design and adaptation of digital simulations in higher education and might contribute to the advancement of future professionals’ learning to further engage in professional practices. This conceptual paper offers a necessary foundation and terminology for approaching related future research.

[Prevention and Health Promotion during Studies: Suggestions for an Interdisciplinary Curriculum in Medicine and Educational Science]

In academic medicine, the growing importance of disease prevention and health promotion poses new challenges. Besides diseases, the focus must also be on health resources and competences in order to promote health and to prevent diseases or their prolonged manifestation. These aspects must already be integrated into medical education in order to equip future professionals. With the aim of integrating health promotion and disease prevention more strongly in the curriculum and strengthening the interdisciplinary collaboration between physicians and other health care professionals, a prototypical longitudinal model curriculum is being developed for students of medicine and educational science with a focus on health pedagogy at Augsburg University. Students learn about health promotion strategies in the University setting, gain initial interdisciplinary experience and then plan and implement health promotion initiatives for their fellow students in smaller projects as peers. The intention is to make the university setting more health-promoting for as well as by students.The model curriculum is intended to provide other university locations with "good practice" examples that can then be locally adapted and integrated into the respective curricula.

Digital resources as an aspect of teacher professional digital competence: One term, different definitions - a systematic review

The term 'digital resources' is increasingly used in educational research to describe the specific knowledge and skills that constitute teachers' professional digital competence. Educational policy documents, including the European Framework for the Digital Competence of Educators (DigCompEdu), deploy the term to reaffirm teachers' need for special skills in using digital resources. However, educational research literature presents inconsistent views of the term, restricting its effective use in further research and the promotion of associated skills among pre-service and in-service teachers. To clarify the term 'digital resources' and support future research related to its application especially in empirical research on teachers' professional digital competence, this systematic review aims to analyse the definitions of digital resources as a scientific term in 23 articles and to examine and compare the facets and aspects of digital resources. Finally, we derive a definition from the various perspectives and discuss the implications for the definition of digital resources as an aspect of teachers' professional digital competence.

Wie können unterschiedliche Aspekte diagnostischer Kompetenz gefördert werden?

Zusammenfassung. Eine gut ausgebildete diagnostische Kompetenz von Lehrpersonen ist eine wesentliche Voraussetzung für gelingenden Unterricht und trägt maßgeblich zur akademischen und persönlichen Entwicklung von Schülern bei. Häufig sind Lehrpersonen jedoch nur bedingt dazu in der Lage, Schülermerkmale wie Leistung, Motivation oder Ängstlichkeit adäquat zu beurteilen. Eine Förderung der diagnostischen Kompetenz sollte bereits während des Studiums stattfinden, um Lehrpersonen früh auf diagnostische Situationen in der Schulpraxis vorzubereiten und negative Konsequenzen möglicher pädagogischer Fehlentscheidungen zu vermeiden. Dieser Beitrag vergleicht eine lehrendenzentrierte, eine problembasierte und eine digitale, simulationsbasierte Maßnahme zur Förderung unterschiedlicher Aspekte diagnostischer Kompetenz an einer Stichprobe von N = 166 Lehramtsstudierenden im Hinblick auf ihre Wirksamkeit. Es zeigen sich insbesondere Vorteile der simulationsbasierten Fördermaßnahme in den Bereichen intrinsische Motivation und Interesse sowie Nachteile der lehrendenzentrierten Maßnahme im Bereich des Wissens um das systematische Vorgehen im diagnostischen Prozess und der problembasierten Maßnahme im Bereich des Extraneous Cognitive Load. Die Ergebnisse werden insbesondere im Hinblick auf ihre praktischen Implikationen im Rahmen der Lehrerbildung und zunehmend digitalisierter Lehre diskutiert.

Video-based simulations in teacher education: the role of learner characteristics as capacities for positive learning experiences and high performance

Assessing students on-the-fly is an important but challenging task for teachers. In initial teacher education, a call has been made to better prepare pre-service teachers for this complex task. Advances in technology allow this training to be done through authentic learning environments, such as video-based simulations. To understand the learning process in such simulations, it is necessary to determine how cognitive and motivational learner characteristics influence situative learning experiences, such as the perception of authenticity, cognitive load, and situational motivation, during the simulation and how they affect aspects of performance. In the present study, N = 150 pre-service teachers from German universities voluntarily participated in a validated online video-based simulation targeting on-the-fly student assessments. We identified three profiles of learner characteristics: one with above average knowledge, one with above average motivational-affective traits, and one with below average knowledge and motivational-affective traits. These profiles do not differ in the perception of the authenticity of the simulation. Furthermore, the results indicate that the profiled learners navigate differently through the simulation. The knowledgeable learners tended to outperform learners of the other two profiles by using more learning time for the assessment process, also resulting in higher judgment accuracy. The study highlights how learner characteristics and processes interact, which helps to better understand individual learning processes in simulations. Thus, the findings may be used as a basis for future simulation research with a focus on adaptive and individual support.

Professional competence(s) of physical education teachers: terms, traditions, modelling and perspectives

The effectiveness of (physical education [PE]) teachers on students’ school performance (as well as the effectiveness of PE teacher education [PETE]) has been studied within different research paradigms. The evidence shows that the quality of students’ school performance is strongly dependent on the (PE) teacher and the quality of their teaching. Consequently, research into the effectiveness of PE teachers and the effectiveness of PETE has become a central subject of PE research. In this regard, there has been a competence-orientated shift in research on the effectiveness of PE teachers and PETE over the past 15 years. Focusing on competence-oriented PE teacher research, it becomes apparent that this is in a consolidation phase and that the advantages of the competence construct is not fully understood. In addition, the term ‘competence’ is used differently within PE teacher research. Accordingly, this theoretical article aims to clarify the concepts within competence-oriented PE teacher research, to present the different competence-oriented PE teacher research traditions, and to generate a typology and topology model of Professional Competence of Physical Education Teachers (Compe-PET model). The model assumes that the improvement of real-world performance is achieved through the following three developmental components: (1) the qualitative improvement of the aspects of competency (e.g., professional knowledge); (2) the improvement of the situated perception, interpretation, and decision-making skills (P-I-D); (3) through the deliberative practice of implementation of the quality criteria in one’s own teaching practice. Results are discussed with implications focusing on PETE and PE teacher research.

Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience

Following concepts describing lesson planning as a form of anticipatory reflection, preservice physics teachers’ reflection skills are assumed to be positively connected with their planning skills. However, empirical evidence on this is scarce. To explore how relations between these specific skills change over the course of a field experience controlling for influences of professional knowledge, we conduct a pre-post field study with N = 95 preservice physics teachers in a one-semester field experience. Content knowledge (CK) and pedagogical content knowledge (PCK) (paper-and-pencil tests), and reflection and planning skills (standardized performance assessments) were assessed before and after the field experience. Path analyses revealed almost no influence of reflection skills on planning skills. Reflections skills did not contribute to preservice teachers planning skills beyond knowledge, indicating both constructs might represent rather independent abilities. The results show the need for further development of models describing the development of teachers’ professional knowledge and skills in academic teacher education and for the development of concepts for a better integration of reflection and lesson planning in field experiences.

How Do Pre-/In-Service Mathematics Teachers Reason for or against the Use of Digital Technology in Teaching?

The role and the availability of digital technology in society is growing, which is why educators need to increasingly more often decide which types of digital technology to integrate into their teaching and when to integrate them. Thus, those decision-making skills need to be developed and measured especially for pre-service mathematics teachers. Therefore, we conducted an explorative interview study to understand the portfolio of argumentation on whether to use digital technology in different teaching phases and what criteria are used when making those decisions. Our results are based on ten interviews with pre- and in-service mathematics teachers in Germany. The analysis shows that (1) different levels of argumentation can be distinguished and (2) there are indications that teachers need to be aware of digital technology when deciding whether or not to use digital technology in a teaching setting. In addition, (3) besides the teaching-phase perspective and the learner-perspective, we expanded current research by formalizing the educator-perspective in a list of decision criteria. The compiled list of decision criteria was theoretically validated through the literature. In combination with the applied teaching phase framework and taxonomy of digital technology the list could aid in the development of the decision-making skills and potentially could result in a more reflective use of digital technology by pre-service and in-service teachers.

Fostering Pre-Service Physics Teachers’ Pedagogical Content Knowledge Regarding Digital Media

Since the use of digital media opens new possibilities in physics education, pre-service teachers should develop pedagogical content knowledge (PCK) regarding digital media during teacher education. In the joint project DiKoLeP (German for: digital competencies of pre-service teachers in physics) of RWTH Aachen University, the University of Graz and the University of Tübingen, we therefore developed and implemented a university teaching concept with certain core elements to foster this digital-media PCK of pre-service physics teachers. The teaching concept was implemented as a university seminar at the three universities, considering the common core elements as well as individual curricular requirements. We evaluated the teaching concept in a pre-post-design with a recently developed knowledge test to measure digital-media PCK. Our findings indicated that the developed knowledge test is suitable to validly measure the digital-media PCK of pre-service physics teachers. Furthermore, first results of the empirical evaluation at the three participating universities showed a significant increase in students’ digital-media PCK with a small-to-medium effect for students who attended the theoretical as well as the practical sessions of the seminar.

Kompetenzorientierung im Sport: eine Taxonomie für den Sportunterricht

Die Kompetenzorientierung im Sportunterricht wurde in den vergangenen Jahren durch unterschiedliche Modellierungsansätze angeregt, um zu klären, was Kompetenzen von Schüler*innen im Fach Sport auszeichnet. Wissen und Können haben sich diesbezüglich als zentrales Begriffspaar für Kompetenz etabliert. Die vorhandenen Konzeptionen für den Sportunterricht bleiben insgesamt jedoch weitgehend abstrakt darin, wie dieses Wissen und Können sowie deren Interaktionen in einem kompetenzorientierten und Erziehenden Sportunterricht operationalisiert werden können. Der vorliegende Beitrag verfolgt das Ziel, Wissen und Können vor dem Hintergrund der Handlungsfähigkeit als Bildungsauftrag des Faches Sport zu operationalisieren und deren Interaktion in einer dreidimensionalen Taxonomie abzubilden. Als Ausgangspunkte greifen wir vorhandene bildungswissenschaftliche Ansprüche zur Modellierung von Kompetenzen auf. Weitere Orientierungspunkte sind sportdidaktische Kenntnisse zu Anforderungssituationen in der Sport- und Bewegungskultur, zur Handlungsfähigkeit im Erziehenden Sportunterricht, zum Wissen als ein Kernbestandteil eines kompetenten sportbezogenen Handelns sowie zu ausgewählten Kompetenzmodellen im Fach Sport. In Anlehnung an kognitionspsychologisch ausgerichtete Modelle untergliedert sich die Taxonomie in drei Dimensionen. Die Dimension der Themen skizziert, welche Wissensinhalte bezugnehmend zu Bewegungsfeldern und pädagogischen Perspektiven im Fach Sport bedeutsam sind. Die Dimension der Aktivitäten umfasst sechs Aktivitäten, die übergreifend in die Bereiche Wissenserwerb, Wissensnutzung und Wissensschaffung eingebettet sind. Die Dimension der Anforderungsniveaus beschreibt drei Niveaustufen, welche kompetenzorientierte Lernziele, Lernaufgaben und Leistungsaufgaben hinsichtlich ihrer Komplexität untergliedern. Die vorliegende Taxonomie bietet Ansätze zur Operationalisierung von Kompetenzen im Sport. Sie dient damit als Orientierungsraster für die methodisch-didaktische Konzeption sowie die empirische Analyse von kompetenzorientierten Lehr-Lern-Prozessen und deren Wirkungen im Erziehenden Sportunterricht.

Modelling STEM Teachers’ Pedagogical Content Knowledge in the Framework of the Refined Consensus Model: A Systematic Literature Review

Science education researchers have developed a refined understanding of the structure of science teachers’ pedagogical content knowledge (PCK), but how to develop applicable and situation-adequate PCK remains largely unclear. A potential problem lies in the diverse conceptualisations of the PCK used in PCK research. This study sought to systematize existing science education research on PCK through the lens of the recently proposed refined consensus model (RCM) of PCK. In this review, the studies’ approaches to investigating PCK and selected findings were characterised and synthesised as an overview comparing research before and after the publication of the RCM. We found that the studies largely employed a qualitative case-study methodology that included specific PCK models and tools. However, in recent years, the studies focused increasingly on quantitative aspects. Furthermore, results of the reviewed studies can mostly be integrated into the RCM. We argue that the RCM can function as a meaningful theoretical lens for conceptualizing links between teaching practice and PCK development by proposing pedagogical reasoning as a mechanism and/or explanation for PCK development in the context of teaching practice.

Congruence and Discrepancy Between Observation and Teachers’ Self-Report of Inquiry-Based Instruction

Opportunities for self-reflection and collaborative reflection support inquiry-based teaching. The presented study focuses on retrospective self-reports of 14 science teachers about teaching inquiry lessons in their regular science classes. Their self-reports were compared with observation reports of researchers. Data from semi-structured interviews were added. The results indicate that teachers overestimated their performance in the class in all observed areas of inquiry instruction. The most misinterpreted and overestimated area by teachers seems to be formulating research questions, analysing data and drawing conclusions, which are the most effective processes in student learning. Based on the results of the study, several implications are suggested in order to focus on the self-reflective skills of teachers.

Professionswissen von Sportlehrpersonen und Zusammenhänge mit motivationalen Orientierungen und Überzeugungen zum Lehren und Lernen im Sport

Während in gewissen Fächern Zusammenhänge zwischen verschiedenen Aspekten professioneller Kompetenz von Lehrpersonen nachgewiesen werden konnten, stehen entsprechende Befunde für das Fach Sport noch aus. Eine Voraussetzung dafür ist die Entwicklung standardisierter und valider Testinstrumente zur Messung fachbezogenen Professionswissens. In der vorliegenden Studie wurde ein Instrument zur Erfassung des fachlichen und fachdidaktischen Wissens von Sportlehrpersonen der Primarstufe und der Sekundarstufe I entwickelt und an einer Stichprobe von 339 Proband:innen empirisch geprüft. Zudem wurden Zusammenhänge mit weiteren Kompetenzaspekten der Sportlehrpersonen, den motivationalen Orientierungen und Überzeugungen, untersucht. Dabei wurde exemplarisch der curriculare Inhaltsbereich „Bewegen an Geräten – Rollen und Drehen“ fokussiert. Die Ergebnisse zeigen, dass insbesondere das Fachwissen positiv mit motivationalen Orientierungen zusammenhängt. Hingegen weisen Überzeugungen keine bedeutsamen Zusammenhänge mit dem Professionswissen auf. Die Ergebnisse deuten darauf hin, dass die Instrumente empirisch valide sind. Im Rahmen der Studie wurde zu Händen der Auftraggeber:innen ein online zugänglicher Schlussbericht erstellt. Gewisse Ausführungen in vorliegendem Beitrag orientieren sich daran, da diese für das Verständnis und die Konsistenz zentral sind. Der vorliegende Beitrag stärkt im Vergleich zum Schlussbericht insbesondere die theoretische Verortung, spezifiziert die Fragestellungen, verdichtet die Ergebnisse und soll fokussiert einer breiteren Leserschaft zugänglich gemacht werden.

Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf Anerkennungsprozesse im inklusiven Sportunterricht

Dem Konstrukt des Noticing wird insbesondere im (inklusiven) Sportunterricht eine hohe Bedeutung für das professionelle Handeln von (angehenden) Sportlehrkräften beigemessen. Um Ansprüche eines inklusiven Sportunterrichtes umzusetzen, erweist sich Noticing mit dem Fokus auf Anerkennungsprozesse als besonders bedeutsam, da sich für die Gestaltung von entwicklungsförderlichen Anerkennungsverhältnissen durch die Relevanz der Körperlichkeit spezifische Anforderungen an die selektive Aufmerksamkeitslenkung und das theoriegeleitete Deuten von Anerkennungs- und Missachtungsprozessen im komplexen Unterrichtsgeschehen ergeben. Die Möglichkeit, diese Kompetenzfacette im universitären Kontext zu fördern, ist bislang kaum untersucht worden, was auch im Fehlen von Instrumenten zur standardisierten Erfassung dieses Konstrukts begründet liegt. Im Rahmen des Beitrags wird die Entwicklung und Validierung eines standardisierten, videovignettenbasierten Testinstruments zur Messung des Noticing mit dem Fokus auf Anerkennungsprozesse von angehenden Sportlehrkräften vorgestellt. Im Fokus der Validierung stehen der Testinhalt, die interne Struktur des Instruments sowie Zusammenhänge mit verwandten inhaltlichen Konstrukten. Die Ergebnisse aus drei aufeinander aufbauenden Validierungsstudien geben Hinweise auf die Reliabilität und Validität der Testwertinterpretation des Instruments ViProQiS_A. Die Erkenntnisse deuten darauf hin, dass mit dem hier entwickelten Testinstrument eine standardisierte Messung des Noticing mit Fokus auf Anerkennungsprozesse im inklusiven Sportunterricht realisiert werden konnte.

Beyond Competencies: Associations between Personality and School Grades Are Largely Independent of Subject-Specific and General Cognitive Competencies

The Big Five personality traits are established predictors of school grades. However, the mechanisms underlying these associations are not yet well understood. Effects of personality on grades might arise because behavioral tendencies facilitate learning and increase subject-specific competencies. Alternatively, personality effects on grades might be independent of cognitive competencies and reflect otherwise valued behaviors or teachers’ grading practices. In the current study, we drew on large-scale data of 7th and 9th graders in Germany to explore the extent to which personality predicted grades even after accounting for competencies. Controlling for competencies and other key covariates, we cross-sectionally and longitudinally examined personality–grade associations across different school subjects, grade levels, and school types. Results indicate that the predictive power of personality is largely independent of subject-specific and general cognitive competencies. The largest effects emerged for conscientiousness. For openness, associations with grades partly overlapped with competencies, suggesting that openness may operate by fostering competencies. Overall, our results suggest that the associations between personality and grades unfold mostly independently of course mastery. This finding underlines the socioemotional value of personality in the classroom and encourages a more fine-grained view of the interplay between personality, competencies, classroom behavior, and grades.

Processes Underlying the Relation between Cognitive Ability and Curiosity with Academic Performance: A Mediation Analysis for Epistemic Behavior in a Five-Year Longitudinal Study

Cognitive ability and curiosity are significant predictors of academic achievement; yet the processes underlying these relations are not well understood. I drew on ideas from the environmental enrichment hypothesis and the differential preservation hypothesis and hypothesized that epistemic behavior acts as a mediator. Longitudinal data were collected from 1964 individuals in three waves, spanning five years: cognitive ability and curiosity were assessed at time 1; epistemic behavior at time 2; at time 3, grade point average and highest degree of both secondary and tertiary academic education (if applicable) were obtained retrospectively via self-report. I found expected bivariate relations between all study variables, including a significant relation between cognitive ability and curiosity and significant relations of both of these variables with secondary academic performance. Epistemic behavior was related to curiosity and academic performance but, at odds with the hypothesis, did not mediate the relation between cognitive and personality variables and academic performance. It is concluded that the process underlying the behavioral consequences of cognitive ability and curiosity is not environmental enrichment.

Models as Epistemic Artifacts for Scientific Reasoning in Science Education Research

Models are at the core of scientific reasoning and science education. They are especially crucial in scientific and educational contexts where the primary objects of study are unobservables. While empirical science education researchers apply philosophical arguments in their discussions of models and modeling, we in turn look at exemplary empirical studies through the lense of philosophy of science. The studied cases tend to identify modeling with representation, while simultaneously approaching models as tools. We argue that such a dual approach is inconsistent, and suggest considering models as epistemic artifacts instead. The artifactual approach offers many epistemic benefits. The access to unobservable target systems becomes less mysterious when models are not approached as more or less accurate representations, but rather as tools constructed to answer theoretical and empirical questions. Such a question-oriented approach contributes to a more consistent theoretical understanding of modeling and interpretation of the results of empirical research.

Welche Rolle spielt das fachdidaktische Wissen von Biologie-Referendar*innen für die Qualität ihrer Unterrichtsentwürfe?

Die Unterrichtsplanung ist eine der Kernaufgaben von Lehrkräften. Insbesondere schriftliche Unterrichtsentwürfe gehören zum festen Bestandteil der Lehrkräftebildung. In ihnen zeigt sich das fachdidaktische Wissen (PCK), das in der Entwicklung und Begründung des Unterrichts genutzt wird und das als Prädiktor für hohe Unterrichtsqualität einerseits und für Lernerfolg von Schüler*innen andererseits gilt. Empirische Untersuchungen zu Unterrichtsentwürfen im Fach Biologie sowie zur Bedeutung des PCK in der Planung sind bislang rar, obwohl eine Untersuchung der Planungsprodukte angehender Biologie-Lehrkräfte Aufschluss darüber geben könnte, in welchen Bereichen die Ausbildungsinstitutionen der ersten und zweiten Phase der Lehrkräftebildung noch stärker unterstützend einwirken könnten. In der vorliegenden Studie werden Staatsexamensentwürfe im Fach Biologie (N = 46) untersucht, indem PCK-Elemente und ihre Vernetzungen mittels einer qualitativen Inhaltsanalyse identifiziert werden und analysiert wird, in welchen Aspekten sich gelungene von weniger gelungenen Unterrichtsentwürfen unterscheiden. Die Ergebnisse liefern Hinweise, dass die Qualität eines Unterrichtsentwurf mit der Vernetztheit des PCK korreliert. Allerdings zeigt ein qualitativer Fallvergleich, dass auch sehr gute Entwürfe eher schwach ausgeprägtes PCK enthalten können und vice versa, so dass die Anzahl der PCK-Verbindungen allein keinen hinreichenden Qualitätsindikator darstellt. Anhand ausgewählter Beispiele wird beschrieben und diskutiert, inwiefern sich in der Berücksichtigung von PCK-Elementen qualitative Unterschiede identifizieren lassen und welche Aspekte in Unterrichtsentwürfen besonders berücksichtigt werden sollten.

Meta-analyses as a privileged information source for informing teachers' practice?

Abstract. Inspired by evidence-based medicine, many researchers in the field of learning and instruction assume that meta-analyses are the best scientific information source to inform teachers' practice. This position is evaluated critically. For this purpose, I first clarify my fundamental assumptions about employing evidence for educational practice, as they form the basis for later argumentations (e.g., scientific evidence is just one of several important information sources for teachers). Then, the numerous disadvantages of meta-analyses as an information source for teachers are outlined (e.g., piecemeal information, partly inconsistent information) and, on this basis, I argue that they should not be considered a privileged source. Theories (including instructional models) provide some key advantages (e.g., coherent information) so that they should be seen as a prime information source. Nevertheless, theories also have some disadvantages so that teachers might be best advised to rely on multiple sources, and integrate them when trying to improve their practice. Finally, potential objections to theories as privileged information source are discussed.

The Role of Intelligence and Self-Concept for Teachers’ Competence

Research on intelligence and competence has developed widely independent of each other. The present paper aims at relating these traditions and at integrating the dominant models to fill gaps in the respective theories. We test the structural models derived from this integration in a series of confirmatory factor analyses and a latent moderated structural equations approach using teachers as an example. The data reveal that both fluid intelligence (gf) and domain-specific knowledge affect teachers’ ability to solve the domain-specific items. Teachers’ academic self-concept related to mathematics explains individual differences beyond gf. An interaction effect between gf and self-concept exists for teachers’ pedagogical content and general pedagogical knowledge, but not for their mathematics knowledge. This finding indicates that a positive self-concept cannot compensate for a lack of gf, but it supports the acquisition of domain-specific knowledge in case of high gf, probably because it facilitates overcoming challenges.

Instructional Perseverance in Early-Childhood Classrooms: Supporting Children’s Development of STEM Reasoning in a Social Justice Context

In early childhood education (ECE) classrooms, teachers navigate practices about how to allow space for students to make sense of new STEM-based ideas. We posit that such pedagogical moves require ample in-the-moment perseverance by the instructor. In this paper, we seek to explore the nature of such instructional perseverance in ECE classrooms and how it manifests when ECE educators are supporting young children to develop their STEM reasoning, with a primary focus on the mathematics discipline in a social justice context. Working with a dataset consisting of four ECE classroom episodes, we employed an analytical framework that captured evidence of instructional perseverance. We found that the instructional perseverance of the ECE teacher was integral to the development of STEM reasoning of her young students. We present an illustrative case that details the instructional perseverance of the ECE teacher and the related STEM reasoning of her students in the context of exploring income variance by race. We argue that teacher education development must address how ECE teachers can plan for and navigate in-the-moment instructional obstacles in order to support young students’ STEM reasoning development, which positions students for productive STEM-based outcomes.

Scientific Reasoning in Science Education: From Global Measures to Fine-Grained Descriptions of Students’ Competencies

In modern science- and technology-based societies, competencies that allow citizens to reason scientifically play a key role for science- and technology-based careers as well as for democratic co-determination (e [...]

Effekte von mündlichen versus schriftlichen Antwortformaten bei der performanznahen Messung von Deutsch-als-Zweitsprache (DaZ)-Kompetenz – eine experimentelle Studie mit angehenden Lehrkräften

Zusammenfassung. In einer experimentellen Studie mit randomisierter Stichprobenzuweisung werden zwei Antwortformate (schriftlich versus mündlich) in einer computerbasierten Testumgebung gegeneinander getestet. Mit beiden Varianten soll performanznah die Deutsch-als-Zweitsprache (DaZ)-Kompetenz bei angehenden Lehrkräften mit Hilfe von Videovignetten erfasst werden. Die Studie untersucht, inwieweit das Antwortformat Einfluss auf die Korrektheit und die Ausführlichkeit der Antworten hat. Zudem wird geprüft, ob die Effekte auch unter Kontrolle von DaZ-Lerngelegenheiten bestehen bleiben bzw. ob sich ein Interaktionseffekt von DaZ-Lerngelegenheiten und Antwortmodus zeigt. Die Stichprobe (N = 90) wurde aus Lehrveranstaltungen des Lehramtsstudiums gewonnen (B.A./M.Ed., alle Semester). Die Ergebnisse zeigen, dass der Antwortmodus keinen statistisch signifikanten Einfluss auf die Richtigkeit, jedoch auf die Ausführlichkeit der Antworten hat. Im mündlichen Antwortformat wurden statistisch bedeutsam ausführlichere Antworten gegeben. Zudem zeigt sich, dass Testpersonen, die mehr DaZ-Lerngelegenheiten hatten, die Aufgaben eher richtig lösen, unabhängig vom Antwortmodus. Interaktionseffekte zeigten sich nicht. Für die Testentwicklung kann damit die Schlussfolgerung gezogen werden, dass ein mündliches Antwortformat bei Studierenden nicht zu unfairen Testergebnissen führt, verglichen mit einem traditionellen schriftlichen Antwortformat.

It does not have to be either or! Assessing competence in medicine should be a continuum between an analytic and a holistic approach

Assessing competence is a tremendous challenge in medical education. There are two contrasting approaches in competence assessment: an analytic approach that aims to precisely measure observable constituents and facets of competence and a holistic approach that focuses on a comprehensive assessment of competences in complex real situations reflecting actual performance. We would like to contribute to the existing discourse about medical competence and its assessment by proposing an approach that can provide orientation for the development of competence-based assessment concepts in undergraduate and postgraduate medical education. The approach follows Kane's framework of an "argument-based approach" to validity and is based on insights into task complexity, testing and learning theories as well as the importance of the learning environment. It describes a continuum from analytic to holistic approaches to assess the constituents and facets of competence to performance. We conclude that the complexity of a task should determine the selection of the assessment and suggest to use this approach to reorganize and adapt competence assessment.

Absolute and Relative Judgment Accuracy: Early Childhood Teachers' Competence to Evaluate Children's Mathematical Skills

This study examined absolute and relative judgment accuracies of German early childhood (EC) teachers with respect to the mathematical skills of the children under their supervision. The two types of judgment accuracies are crucial prerequisites for pacing activities in EC education and offering differentiated educational activities adapted to individual skill levels of children. Data from 39 EC teachers and 268 children were analyzed using multilevel modeling. Teachers rated the skills of children on a structured observation instrument (“Kinder Diagnose Tool,” KiDiT). Children were assessed on their mathematical skills with a standardized test (“Mathematische Basiskompetenzen im Kindesalter,” MBK-0). On average, 65% of the variation in judgments of teachers on the KiDiT could be explained by MBK-0 scores of children, which suggest that teachers are—on average—able to rank children within their groups. Teachers were also able to judge the mathematical level of skills of children as assessed by the MBK-0. Neither mathematical content knowledge (MCK) of teachers nor their mathematics pedagogical content knowledge (MPCK) or general pedagogical knowledge (GPK) moderated the relationship between judgments of teachers and test scores of children or the relationship between the level of the judgments and the level of test scores. Conclusions for future research and practice are drawn.

Professional Knowledge and Self-Efficacy Expectations of Pre-Service Teachers Regarding Scientific Reasoning and Diagnostics

Understanding and knowledge of scientific reasoning skills is a key ability of pre-service teachers. In a written survey (open response format), biology and chemistry pre-service teachers (n = 51) from two German universities claimed central decisions or actions school students have to perform in scientific reasoning in the open inquiry instruction of an experiment. The participants’ answers were assessed in a quality content analysis using a rubric system generated from a theoretical background. Instruments in a closed response format were used to measure attitudes towards the importance of diagnostics in teacher training and the domain-specific expectations of self-efficacy. The pre-service teacher lacked pedagogical (didactics) content knowledge about potential student difficulties and also exhibited a low level of content methodological (procedural) knowledge. There was no correlation between the knowledge of student difficulties and the approach to experimenting with expectations of self-efficacy for diagnosing student abilities regarding scientific reasoning. Self-efficacy expectations concerning their own abilities to successfully cope with general and experimental diagnostic activities were significantly lower than the attitude towards the importance of diagnostics in teacher training. The results are discussed with regard to practical implications as they imply that scientific reasoning should be promoted in university courses, emphasising the importance of understanding the science-specific procedures (knowing how) and epistemic constructs in scientific reasoning (knowing why).

What affects the arrogant, proud or ashamed pre-service teacher in mathematics? Effects of social comparison, gender and self-concept on self-conscious emotions

Emotions are essential for the development of professional competence and identity of pre-service teachers. Thus, they can also be seen as an inherent part of teachers’ professional competence and identity. They also influence teachers’ later emotional experience when teaching at school. Mathematics, especially, triggers activating emotions in pre-service primary school teachers. Pride and shame can be understood as relevant achievement emotions, which are also closely linked to the self-concept of a person. Nevertheless, they have been insufficiently studied among pre-service mathematics teachers so far. The present study examines authentic and hubristic pride and shame among n = 310 German prospective primary school teachers in relation to self-concept (ability vs. effort), gender and social comparison with fellow students regarding their own achievement. On the one hand, the results point to the difference between authentic and hubristic pride, and on the other hand, the study provides evidence for the dynamic closeness of shame and hubristic pride. Practical implications, especially for teacher education, are discussed against the background of the limitations of the study.

Professional Agency for Learning as a Key for Developing Teachers’ Competencies?

Teacher’s professional competencies have been discussed extensively in the literature, often linked to educational policy discourses, teaching standards, student learning outcomes, or the intended outcomes of teacher education. Extensive, but fragmented and loosely theoretically or empirically based lists of teacher competencies are provided without much clarification of how, when, and why teachers learn and identify the competencies they need. Teacher competencies and how they are related to the core of their work as thinking practice have been discussed extensively by a range of stakeholders. However, what is actually needed in order to attain such competencies has been less studied. This paper contributes to the gap in the literature on active and intentional learning of teacher competencies by elaborating the relationship between teacher competencies and professional agency for learning. Through this, our aim in this article is to provide a better understanding of the topic, both theoretically and empirically. Drawing on earlier research, we have elaborated on the relationships between a teacher’s professional competencies and agency for learning among pre- and in-service teachers. We also aim to answer the question: what characteristics of teacher education lead to student teachers becoming competent and agentic? Why should we focus on those features during pre-service teacher education and as part of a teacher’s career?

Knowledge Formation in Systemic Counselling Trainees from Germany: A Pilot Study from a Competence-Based Perspective

This pilot study has two areas of focus. It examines how the knowledge and competences of twelve Master’s-level systemic counselling trainees are connected, and how well their own assessment of their competence corresponds to external assessment. Methodologically, three instruments were used: first, an instrument to measure their explicit knowledge; second, videos of consultations with simulated clients to measure their competence in practice; third, a self-assessment measure to explore how externally assessed competence corresponds to self-assessment. The results show no indication that knowledge is related to externally assessed competence. Furthermore, their self-assessment did not show any systematic connection to the external assessment. The study concludes that the development of systemic counselling skills is a long-term process of theory acquisition, practise, and reflection. Important reflection processes can be stimulated by self-assessment. However, such assessments are not sufficient to capture the quality and scope of competence.

Was ist schwierig am Modellieren? Identifikation und Beschreibung von Hindernissen in Modellierungsprozessen von Lehramtsstudierenden naturwissenschaftlicher Fächer

Die Entwicklung von Modellkompetenz im naturwissenschaftlichen Unterricht kann potenziell zur Erreichung vielfältiger Ziele naturwissenschaftlicher Bildung beitragen. Studien deuten allerdings darauf hin, dass Modellierungsprozesse, in denen Modelle kritisch reflektiert oder als Werkzeuge zur Erkenntnisgewinnung eingesetzt werden, im Unterricht eher selten umgesetzt werden und dass Lehrkräfte in Bezug auf Fähigkeiten des naturwissenschaftlichen Modellierens weitere Förderung benötigen. Das Ziel der vorliegenden Studie ist die Identifikation und Beschreibung von Hindernissen, die in Modellierungsprozessen von Lehramtsstudierenden naturwissenschaftlicher Fächer auftreten. Hierzu wurden die Modellierungsprozesse von 36 Lehramtsstudierenden naturwissenschaftlicher Fächer bei der Untersuchung einer Blackbox qualitativ-inhaltsanalytisch ausgewertet. Es konnten 13 verschiedene Hinderniskategorien identifiziert und beschrieben werden. Die identifizierten Hinderniskategorien weisen teils Parallelen zum Experimentieren und naturwissenschaftlichen Arbeiten allgemein auf: Spezifische Hinderniskategorien für das Modellieren ergeben sich dagegen beim Umgang mit Analogien und Erfahrungen und treten vor allem beim Testen des entwickelten Modells auf. Basierend auf vorherigen Arbeiten wurden zudem die Modellierungsprozesse der Lehramtsstudierenden analysiert und sechs typischen Modellierungsstrategien zugeordnet. Es scheint kein eindeutiger Zusammenhang zwischen den identifizierten Hindernissen und den Modellierungsstrategien vorzuliegen, da ProbandInnen, die ähnlichen Hindernissen begegnen, sich hinsichtlich ihrer Modellierungsstrategien teils deutlich unterscheiden. Es wird diskutiert, inwiefern die identifizierten Hinderniskategorien für die weitere Entwicklung von Diagnoseinstrumenten und zur gezielten Planung von Förderangeboten genutzt werden können.

Pedagogical content knowledge in students majoring in physical education vs. sport science. The same but different?

Pedagogical content knowledge (PCK) is a special feature providing the teacher with knowledge to transform the content in ways that make it understandable to learners. This is of special importance in physical education (PE), since it is significantly different to other school subjects in many ways i.e., it is the only subject whereby physical activity (PA) is a primary means of accomplishing educational objectives. Given the importance of PCK, it is of special interest to explore the specificity of PCK in in the field of sport science. As research on PCK in German speaking countries is still at the beginning, a cross-sectional study was conducted among 622 students to explore potential differences in relation to education programmes (PE Teacher Education n = 431, sport science n = 191). Measurement invariance (MI) between the groups was carried out using multigroup confirmatory factor analysis models to ensure latent mean scores can be compared meaningfully. The progressive evaluation of MI confirms that it is possible to measure the PCK (scalar) equivalently across PETE and sport science students, along with additional variables relevant to PCK. PETE students outperformed sport science students in terms of the “instruction” subdimension (also in different stages of study), whereas not in the “student” subdimension. Prior experience in the field of PA is an advantage for high scores only in the “instruction” subdimension. Finally, the study provides first insights into the specificity of PCK in the field of sport science.

Can Pre-Service Biology Teachers’ Professional Knowledge and Diagnostic Activities Be Fostered by Self-Directed Knowledge Acquisition via Texts?

In a diagnostic context of reasoning about instructional quality, scientific reasoning skills can be described as diagnostic activities, which require professional knowledge. Different approaches to enhance pre-service teachers’ professional knowledge (PCK, CK, PK), as well as diagnostic activities exist. However, results about their effectiveness are still inconsistent. We systematically investigated the effectiveness of self-directed knowledge acquisition via texts on PCK, CK, PK, and diagnostic activities of 81 pre-service biology teachers following an experimental design. Paper-pencil tests, measuring PCK, CK, and PK, and the video-based assessment tool DiKoBi Assess, measuring diagnostic activities in the context of diagnosing instructional quality, were used pre and post an intervention. Intervention included four treatments on self-directed knowledge acquisition via texts on (1) PCK, (2) CK, (3) PK, (4) combination PCK/CK/PK. Treatment (5) served as control. Mixed ANOVAs showed large time effects for PCK and CK, but no interaction effect concerning knowledge facets between time and treatment for any of the treatments. Time effects might be due to pre-service teachers’ scientific reasoning on biology instruction that activated knowledge. An ANCOVA showed no significant effect of treatment on diagnostic activities either. We conclude that scientific reasoning about instructional quality is more effective for knowledge acquisition than text-work.

Konzeptualisierung und Diagnostik von Präsentationskompetenz

Dieser Beitrag in der Zeitschrift „Gruppe. Interaktion. Organisation (GIO)“ stellt einen konzeptionellen Rahmen der Präsentationskompetenz vor, auf dessen Basis ein Überblick zu validierten deutschsprachigen Instrumenten zur Erfassung von Präsentationskompetenz gegeben wird. Dieser umfasst sowohl Fremd- als auch Selbsteinschätzungsverfahren. Trotz der Bedeutsamkeit des Präsentierens sowohl im beruflichen als auch im (hoch)schulischen Kontext liegt bisher keine einheitliche Konzeptualisierung von Präsentationskompetenz vor. Zudem mangelt es an Ansätzen, die die Perspektiven unterschiedlicher Disziplinen, wie der Psychologie oder der Rhetorik, berücksichtigen. Basierend auf existierender Forschung wird mit Hilfe der beiden Disziplinen ein übergeordneter konzeptioneller Rahmen abgeleitet, der einen disziplinübergreifenden und differenzierten Zugriff auf die Präsentationskompetenz ermöglicht und sich auf den gesamten Arbeits- und Organisationskontext übertragen lässt. Den Abschluss des Beitrags bilden Implikationen zur spezifischen Erfassung und bedarfsorientierten Förderungen von Präsentationskompetenz.

ProwisT – Ein Instrument zur Einschätzung des professionellen Handlungswissens von Trainer/innen

Der vorliegende Beitrag in der Zeitschrift Gruppe. Interaktion. Organisation (GIO) beinhaltet die Vorstellung, theoretische Einordnung und inhaltliche Validierung eines Selbst- und Fremdbewertungsinstruments für Trainerwissen.

Trainer/innen sind Personen, die berufliche und betriebliche Fort- und Weiterbildungsangebote durchführen. Von ihren Kompetenzen und ihrem Wissen hängt die Qualität betrieblicher Weiterbildungen ab. Ausgehend von einer literaturbasierten Anforderungsermittlung wurde zunächst ein Fragebogen bezüglich des von Trainer/innen benötigten professionellen Handlungswissens entwickelt. Dieser Fragebogen lässt sich in einer modifizierten Form, dem Instrument zur Einschätzung des professionellen Handlungswissens von Trainer/innen (ProwisT), auch für die Selbst- oder Fremdeinschätzung des Wissens von Trainer/innen einsetzen. Das Instrument umfasst 41 Wissensfacetten, die sich auf 10 übergeordnete, theoretisch fundierte Wissensdimensionen verteilen. Dazu gehören neben dem Wissen über die Planung und Konzeption von Trainings Kenntnisse über Gruppenmanagement, die methodische Umsetzung von Trainings, Diagnostik, bildungswissenschaftliche Grundlagen, individuelle Unterschiede der Teilnehmenden, Fachwissen, fachdidaktisches Wissen, Organisationswissen sowie Kenntnisse über Beratung und Coaching.

Die 41 Wissensfacetten wurden zunächst von 200 Trainer/innen, 253 Teilnehmenden und 93 Personalverantwortlichen auf einer sechsstufigen Skala im Hinblick auf ihre Relevanz für die Trainertätigkeit beurteilt. Mit wenigen Ausnahmen wurde die Relevanz der 41 Facetten durch die Befragten bestätigt. Die Teilnehmenden scheinen bei der Bewertung der Facetten teilweise andere Schwerpunkte zu setzen als Trainer/innen und Personalverantwortliche.

Das modifizierte Instrument ProwisT kann von Trainer/innen zum Abgleich des eigenen professionellen Wissens und damit für eine individualisierte Kompetenzentwicklung genutzt werden. Außerdem kann es als Standard für Trainerausbildungen, Trainingsanbieter und Personalabteilungen dienen.