Educational Science Knowledge and Acquisition of Professional Competencies of Prospective Teachers (BilWiss)

Discussions about improving teacher training often focus on the relationship between theory and practice. In particular, university education is said to be too far removed from practice and to include too much content that is irrelevant to future professional practice. This criticism applies not only to the subject-specific part of the course, but above all to the educational science part, which is also perceived as arbitrary in terms of content and not very cumulative. The project took up this discussion. Based on psychological theories of knowledge acquisition, it is assumed that the scientific content acquired during university education is a fundamental prerequisite for the subsequent acquisition of skills. The basic hypothesis of the project was that educational science content and contexts provide a conceptual framework that teachers need in order to interpret and reflect on teaching and school events appropriately and thus use them for their own competence development. To test this assumption, a theoretical model was first created for the educational science knowledge content that forms the core components of the educational science study element. This model was initially developed on the basis of document and curriculum analyses of educational sciences in teacher training. In the Delphi study based on this, experts in teacher training identified 104 educational science topics that were unanimously rated as highly relevant for teachers' future professional activities. This collection of topics formed the basis for the development of a measurement instrument designed to enable the conceptual and analytical knowledge of trainee teachers to be assessed objectively and directly. After pilot studies, the main study was conducted at all teacher training seminars in North Rhine-Westphalia with 3,298 university graduates who were at the beginning of the second phase of their training (more precisely: their preparatory service). Some of the trainee teachers from the main study (n=362) took part in an interim survey after one year of preparatory service as part of the longitudinal study. In order to verify the validity of the newly developed procedure, the instrument was also used in further surveys by other groups of people (e.g. first-semester student teachers, experienced teachers, teacher graduates and graduates from other disciplines). (IQB)

• Research Design: Oberservational Design
• Sample: Preservice Teachers at the beginning of the second phase of their training (N=circa 3,300); Students (N=ca. 2.200)
• DOI: 10.5159/IQB_BilWiss_SUF_Off-site_v6
• Restrictions: No

• https://doi.org/10.1007/978-3-658-07274-2
• https://nbn-resolving.org/urn:nbn:de:hebis:30:3-428005
• https://nbn-resolving.org/urn:nbn:de:hebis:30:3-502183