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
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Professional Experience
- Comparison of core and main seminar teacher
- Previous main seminar leader
- Direct comparison
- Experience in children and youth work
- Years of experience in children and youth work
- Activity in children and youth work
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School Level Processes
- Cooperation between the school and the center for practical teacher training / between the core seminar and the specialized seminars
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Social Climate
- Instructional and emotional support by seminar leader
- Sense of Belonging Educational Sciences
- Perceived affiliation
- Sense of Belonging Subject didactics/sciences
- Perceived isolation
- School/social hotspot
- Professional experience of teachers
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Teaching-Learning Arrangements
- Topics covered
- Instruction as a process of teaching, learning and interaction
- Learning processes
- Development Process
- Socialization Processes
- Heterogeneity and social conflicts
- Teaching profession
- Educational system and school organisation
- Educational theory and history
- Diagnostics and evaluation
- Fields of activity
- Importance of the field of action
- Consideration of the areas of activity
- Fields of activity and core curriculum
- Initial and perspective interviews
- Number of entry and perspective meetings
- Duration of entry and perspective meetings
- Problems in conducting entrance and perspective interviews
- Statements on the inital and perspective interviews
- Initial and perspective interviews - wishes
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Lesson Design/ Teaching Practice
- Seminar design in the core seminar
- Professional perception of teaching (assessment by trained observers)
- Total scale
- Describe subscale
- Explanation subscale
- Predict subscale
- Assessment of the lessons by the students
- Discursive treatment of different student solutions/discussion
- High interaction speed without time for reflection
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Clarity and Structuredness
- Person-oriented advice
- Form of informing the trainee teachers
- Implementation of counselling
- Teaching of information - clarity of planning and presentation
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Class Management
- Learning objectives
- Self-report on the lessons
- Attention to student distraction and difficulties/monitoring
- Justice of the teacher/experience of justice
- Adaptive facilitation for difficult tasks
- Emotional exhaustion of the teacher
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Performance Assessment/ Diagnostic Competence
- Evaluation and grading of trainee teachers
- Assess
- Diagnostic competence
- Parental counseling
- Diagnostic competence (student inventory)
- Constructive support (structuring)
- Diagnosis of comprehension difficulties/diagnostic competence of the teacher (performance)
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Learning Atmosphere in the Classroom and in the Class Group
- Self-directed learning groups
- Forming self-directed learning groups
- Permanent work in self-directed learning groups
- Support for work in self-directed learning groups
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Migration Background
- Migration background (self)
- Migration background mother
- Migration background father
- Migration background total
- Speech comprehension
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Cultural Capital
- Speech comprehension
- Language activity
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Individual Characteristics
- Social gender
- Age
- Sex
- Month of birth
- Year of birth
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Family Background
- Educational certificate of mother
- Occupation of mother
- Educational certificate of father
- Occupation of father
- Educational background (total)
- ISEI of the mother
- ISEI of the father
- HISEI
- Family status
- Number of children
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Personal Characteristics
- Psychosomatic symptoms checklist
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Self-Related Attitudes
- Satisfaction
- Emotional exhaustion
- Intention to drop out of studies
- Motives for choosing a course of study
- Pedagogical interest
- Usefulness
- Motivation to study
- Interest in study
- Study-related self-efficacy educational sciences
- Study-related self-efficacy subject didactics/sciences
- General self-efficacy
- Teacher Self-Efficacy
- Teaching enthusiasm
- Self-regulative Skills
- Effort
- Resource management at school
- Readiness for reflection
- Willingness to self-reflect
- Doubts about the meaningfulness of self-reflection
- Reflection - critical analysis
- Reflection - modification
- Time management
- Action plan and monitoring
- Performance control
- Adaptability
- Recovery capability
- Motivational orientations
- Distancing ability
- Bouyancy/Recreatability
- Subjective importance of work
- Professional ambition
- Effort-willingness - trait
- Effort-willingness - state
- Emotion regulation
- Personal development
- Job satisfaction
- Work engagement (Utrecht Work Engagement Scale)
- Professional commitment
- Intention to terminate
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Learning and Performance-related Attitudes
- Examination load
- Work engagement during studies
- Difficulty
- Constructivist beliefs about learning
- Transmissive (receptive) beliefs about learning
- General self-efficacy
- Self-efficacy regarding class management
- Task orientation
- Target orientation as a teacher
- Ego Approach
- Ego Avoidance
- Ego Orientation
- Avoidance of work and effort
- Learning Objective Orientation
- Performance-approach goal orientation
- Avoidance performance goal orientation
- Performance target orientation Total
- Enthusiasm for teaching
- Professional enthusiasm
- Effort-willingness - trait
- Effort-willingness - state
- Interest (investigative)
- Beliefs
- Beliefs about learning
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School-related Attitudes and Behaviors
- Study satisfaction
- Satisfaction with the contents of the study program
- Satisfaction with study conditions
- Satisfaction with coping with study burdens
- Expectations
- Value
- Costs
- Beliefs about the theory-practice relationship
- Dealing with typical situations in everyday school life
- Feedback about training
- Feedback study
- Target orientation as a teacher
- Reflection on problems in the classroom
- Conviction about teacher role
- Epistemological beliefs
- Beliefs about the theory/practice connection
-
Political and Social Attitudes
- Prosocial commitment in general
- Prosocial commitment in studies
- Social interest
-
Personality
- Big five short scale
- Big five - Extraversion
- Big five - Agreeableness
- Big five - Conscientiousness
- Big five - Neuroticism
- Big five - Openness
- Inner peace/balance
-
Pedagogical Content Knowledge
- Aspects of professional competence
- Educational science knowledge
- Descriptive analyses: knowledge test
- Global self-assessment of professional competence
- Professional knowledge
-
Professional Education
- Semester number
- Teacher training discontinued - reason
- Teacher training completed - Preparatory service
- Teacher training completed - no preparatory service
- Teacher training discontinued/completed - current job
- Degree in
- Place of study
- Start of studying
- Start of study semester
- Start of study year
- End of studies
- Semester of graduation
- Graduation year
- Teaching degree
- Type of Teacher Education - adjusted variable
- Participation in model course of studies
- Lateral entrants
- Subjects studied (subject 1 to subject 4)
- Final grade: 1st state examination / Master of Education / alternative degree
- Duration of the internship
- Educational science final grade: Master's degree or state examination
- Information flow about educational science studies
- Assessment of the teaching offered in educational science
- Consequences of inadequacies of educational science courses
- Educational science electives
- Main topics in the study of educational science
- Level of knowledge of educational science content areas.
- Number of educational science events attended
- Name of the study seminar
- Current amount of time spent in preparatory service
- Type of school
- Number of hours and classes taught per week
- Grades in the preparatory service/second state examination
-
Organization of School Operations
- Studyability educational sciences
- Overlapping events
- Restriction due to organizational circumstances
-
Educational Biography
- A-level grade (Abitur)
-
Collegiality
- Social support by peers/student teachers
- Perceived social support
- Perceived academic support
- Instrumental support
- Social support by training teacher
- Emotional support
- Informal support
- Interaction with training teacher
- Colleagues as communication partners
- Colleagues - Social support
- Colleagues - learning from the model
- Social inclusion
- Competence support
- Support for autonomy
- Basic Need Satisfaction
- Colleagues at the school
- Social support - seminar leader
- Informational support
- Social support by trainee teacher(s)
- Learning from the model
- Communication partner
- Further surveyed items
- Social support by core seminar leader(s)
- Instructional support
-
Occupational Situation
- Current occupation as a teacher
- Activity as a teacher after the preparatory service
- Months of activity as a teacher
- Part-time or full-time position
- Nominal teaching load
- Working at several schools at the same time
- Type of school
- Problems - situations
- Emotion regulation
- Emotional exhaustion
- Job satisfaction
- Grades, subjects and weekly hours taught
- Number of hours and classes taught per week
- Current amount of time spent in preparatory service
- Type of school
- Name of the study seminar
- Functional positions/special functions
- No activity in the school service (reason)
- Current employment
- Current occupational situation
- Naming of current job
- Search for teaching activity
- Use for school projects
-
Professional Self Concept
- Enthusiasm for teaching
- Professional enthusiasm
- Self-efficacy regarding class management
- Constructivist beliefs about learning
- Transmissive (receptive) beliefs about learning
- Knowledge mediation
- Beliefs about the teacher role - mediator for independent learning processes
- Beliefs about the teacher role - teacher as educator (humanistic view)
- Beliefs about the teacher role - teacher as helper (therapeutic view)
- Psychology as a science
- Educational science as a science
- Task Orientation
- Ego Approach
- Ego Avoidance
- Ego Orientation (total)
- Work Avoidance
- Target orientation as a teacher
- Beliefs about the theory-practice relationship
- Reflection on problems in the classroom
- Dealing with typical situations in everyday school life
- Problems - situations
- No reflection
-
School Location
- School/ Community
- School/settlement structure
-
Composition of the Student Body
- School/number of students at the school
- School/number of students with a migration background
-
Leisure Activities and Peer Group
- Time spent on activities
-
Evaluation and Achievement Measurement
- Assessment of the quality of the seminar
- Discourse and reflection
- Clarity of planning and presentation
- Perceived integration of theory and practice in the student teaching environment
- Evaluation
- Innovation: Evaluation
-
Measures of Quality Development
- Innovate
- Proactive behavior
- Proactive behavior: Voice
- Proactive behavior: Taking charge
- Proactive behavior: Personal initiative
- Innovate - total scale
- School Development
- Cooperation
-
Parental Involvement
- Counselling
-
Use and Variation of Different Teaching Methods
- Transmissive interaction with training teacher
- Constructivist interaction with training teacher
-
Cognitive Activation
- Cognitive activation
- Independence and obligation to give reasons when working on tasks/cognitive independence
- Discursive treatment of different student solutions/discussion
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Lesson Preparation and Lesson Content
- Discourse and reflection - sharing experiences
- Discourse and reflection - discussion of views
- Discourse and reflection - working out solutions
- Informational support (for social problems)
-
Professional Support/ Individual Support
- Respectful and patient handling of mistakes/mistake culture
- Competence support
- Learning productive and helping collaboration/collaboration skills.
- Adaptive facilitation for difficult tasks
-
Effective Use of Time/ Discipline in the Classroom
- Monitoring
- Teaching difficulty
- Disturbances
- Time wasting
- Classroom disruptions and time wasting
- Disturbances in teaching
-
Student Orientation/ Social Support
- Personal trust
- Cognitive activation
- Support for autonomy
- Emotional support
- Informational support (for social problems)
- Education
- Short scale Educate
- Educate - formulate and follow rules
- Educate - Support
- Educate - social learning
- Constuctive support (social)
- Social orientation of the teacher
- Education
- Prosocial behavior
- Conflict
- Tolerance as a democratic value
- Innovate
- Evaluation
- Attention to student distraction and difficulties/monitoring
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Instructional Offerings
- School Development
-
Learning Climate
- Respectful and patient handling of mistakes/mistake culture
- Teaching difficulty
- Monitoring
- High interaction speed without time for reflection
-
Classroom Climate
- Emotional support
- Informational support (for social problems)
- Support for autonomy
- Parenting – prosocial behavior
- Justice of the teacher/experience of justice
- Dealing with conflicts
- Parenting: Tolerance as a democratic value
- Cooperation skills
-
Cross-Domain Cognitive Skills
-
Test Instrument Intelligence
-
BEFKI - Berliner Test zur Erfassung fluider und kristalliner Intelligenz
- figural
- kristallin
-
Action Competence
-
Expertise (Teacher)
- Educational science knowledge
-
Test Instrument Expertise
-
in-house development
-
Diagnostic Skills (Teacher)
- Diagnostic competence
- Assessment of student performance
- Professional perception of teaching
-
Indicators
-
Test processing Time
- Educational Staff
- Preservice Teachers
- Students
- Baumert, Prof. Dr. Jürgen
- Kunter, Prof. Dr. Mareike
- Leutner, Prof. Dr. Detlev
- Terhart, Prof. Dr. Ewald
- Johann Wolfgang Goethe-Universität Frankfurt
- Kunter, Prof. Dr. Mareike
- Eval-VD-NRW-K3: 10.5159/IQB_Eval-VD-NRW-K3_SUF_Off-site_v1
Blank data sets
For a first overview of the data set and its variables, dummy data sets containing the variables used and the value labels relating to them are provided for download here.
Documentation
Here you can find further documentation:
Further information
- Dokumentation der Ergebnisse des BMBF-Schwerpunkts "Entwicklung von Professionalität des pädagogischen Personals in Bildungseinrichtungen": https://doi.org/10.1007/978-3-658-07274-2
- Dokumentation der Erhebungsinstrumente BilWiss: https://nbn-resolving.org/urn:nbn:de:hebis:30:3-428005
- Skalendokumentation BilWiss: https://publikationen.ub.uni-frankfurt.de/files/42800/BilWiss_Skalenhandbuch.pdf
- Dokumentation der Erhebungsinstrumente BilWiss-UV: https://nbn-resolving.org/urn:nbn:de:hebis:30:3-502183
- Skalendokumentation BilWiss-UV: https://publikationen.ub.uni-frankfurt.de/files/50218/Skalenhandbuch_LSII_ISBN.pdf
Literature
Selected literature is listed here.
Hartl, A., Holzberger, D., Hugo, J., Wolf, K., & Kunter, M. (2022). Promoting student teachers’ well-being: A multi-method approach investigating the longitudinal relationship between emotional exhaustion, emotional support, and the intentions of dropping out of university. Zeitschrift für Psychologie. https://doi.org/10.23668/psycharchives.5576
Dörrenbächer-Ulrich, L., Stark, L., & Perels, F. (2021). Profiles of teachers’ concerns about heterogeneity in classrooms. Educational Research and Evaluation, 1(1), 1–27. https://doi.org/10.1080/13803611.2021.1977153
Holzberger, D., Maurer, C., Kunina-Habenicht, O., & Kunter, M. (2021). Ready to teach? A profile analysis of cognitive and motivational-affective teacher characteristics at the end of pre-service teacher education and the long-term effects on occupational well-being. Teaching and Teacher Education, 100, 103–285. https://doi.org/10.1016/j.tate.2021.103285
Tahirsylaj, A., & Werler, T. C. (2021). In Search of Dimensions of Bildung: A Quantitative Approach. Nordic Studies in Education, 41(1), 1–23. https://doi.org/10.23865/nse.v41.2130
Wolf, K., Maurer, C., & Kunter, M. (2021). “I Don’t Really Belong Here”: Examining sense of belonging in immigrant and nonimmigrant teacher students. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 53(1-2), 1–14. https://doi.org/10.1026/0049-8637/a000233
Kunina-Habenicht, O., Maurer, C., Wolf, K., Holzberger, D., Schmidt, M., Dicke, T., Teuber, Z., Koc-Januchta, M., Lohse-Bossenz, H., Leutner, D., Seidel, T., & Kunter, M. (2020). Der BilWiss-2.0-Test. Diagnostica, 66(2), 80–92. https://doi.org/10.1026/0012-1924/a000238
Kunter, M., Kunina-Habenicht, O., Holzberger, D., Leutner, D., Maurer, C., Seidel, T., & Wolf, K. (2020). Putting Educational Knowledge of Prospective Teachers to the Test. In O. Zlatkin-Troitschanskaia, H. A. Pant, M. Toepper, & C. Lautenbach (Eds.), Student Learning in German Higher Education (pp. 9–28). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-27886-1_2
Bellenberg, G., & Korte, J. (2019). Lehrerbildung gestalten: Der Beitrag erziehungswissenschaftlicher Theorien und Forschungszugänge zur Professionalisierung angehender Lehrerinnen und Lehrer. In N. McElvany, W. Bos, H. G. Holtappels, & A. Ohle-Peters (Eds.), Bedingungen und Effekte von Lehrerbildung, Lehrkraftkompetenzen und Lehrkrafthandeln. Waxmann.
Kunina-Habenicht, O., Maurer, C., Schulze-Stocker, F., Wolf, K., Hein, N., Leutner, D., Seidel, T., & Kunter, M. (2019). Zur curricularen Validität des BilWiss 2.0-Tests zur Erfassung des bildungswissenschaftlichen Wissens von (angehenden) Lehrkräften. Zeitschrift für Pädagogik, 65(4), 542–556. https://doi.org/10.25656/01:23994
Kunter, M., Leutner, D., Seidel, T., Dicke, T., Holzberger, D., Hein, N., Kunina-Habenicht, O., Maurer, C., Schmidt, M., Wolf, K., & Hartl, A. (2019). Ertrag und Entwicklung des universitären bildungswissenschaftlichen Wissens - Validierung eines Kompetenztests für Lehramtsstudierende (BilWiss-UV) : Dokumentation der Erhebungsinstrumente des Studierendenlängsschnitts (LSII) 3. Projektphase des BilWiss-Forschungsprogramms (2017-2018). Universitätsbibliothek Johann Christian Senckenberg. urn:nbn:de:hebis:30:3-502183
Dicke, T., Stebner, F., Linninger, C., Kunter, M., & Leutner, D. (2018). A longitudinal study of teachers' occupational well-being: Applying the job demands-resources model. Journal of occupational health psychology, 23(2), 262–277. https://doi.org/10.1037/ocp0000070
Jeanette Böhme, Colin Cramer, Christoph Bressler, Böhme, J., Cramer, C., & Bressler, C. (Eds.). (2018). Erziehungswissenschaft und Lehrerbildung im Widerstreit!? Verhältnisbestimmungen, Herausforderungen und Perspektiven. Verlag Julius Klinkhardt.
Lohse-Bossenz, H., Holzberger, D., Kunina-Habenicht, O., Seidel, T., & Kunter, M. (2018). Wie fach(un)abhängig ist bildungswissenschaftliches Wissen? Zeitschrift für Erziehungswissenschaft, 21(5), 991–1019. https://doi.org/10.1007/s11618-018-0817-z
Terhart, E. (2018). Bildungswissenschaften in der Lehrerbildung: Kontext und einige Ergebnisse des BilWiss-Projekts. In Jeanette Böhme, Colin Cramer, Christoph Bressler, J. Böhme, C. Cramer, & C. Bressler (Eds.), Erziehungswissenschaft und Lehrerbildung im Widerstreit!? (pp. 119–130). Verlag Julius Klinkhardt.
Wolf, K., Kunina-Habenicht, O., Maurer, C., & Kunter, M. (2018). Werden aus guten Schülerinnen und Schülern auch erfolgreiche Lehrkräfte? Zeitschrift für Pädagogische Psychologie, 32(1-2), 101–115. https://doi.org/10.1024/1010-0652/a000215
Guerriero, S., Stürmer, K., & Seidel, T. (2017). Pedagogical Knowledge and the Changing Nature of the Teaching Profession. OECD. https://doi.org/10.1787/9789264270695-en
Kunter, M., Kunina-Habenicht, O., Baumert, J., Dicke, T., Holzberger, D., Lohse-Bossenz, H., Leutner, D., Schulze-Stocker, F., & Terhart, E. (2017). Bildungswissenschaftliches Wissen und professionelle Kompetenz in der Lehramtsausbildung: Ergebnisse des Projekts BilWiss. In C. Gräsel & K. Trempler (Eds.), Entwicklung von Professionalität pädagogischen Personals (pp. 37–54). Springer VS. https://doi.org/10.1007/978-3-658-07274-2_3
Schulze-Stocker, F., Holzberger, D., & Lohse-Bossenz, H. (2017). Das bildungswissenschaftliche Curriculum - Zentrale Ergebnisse des BilWiss-Programms. Das Hochschulwesen, 65(4/5), 134–138.
Wolf, K. (2017). Prädiktoren für den multikriterialen Berufserfolg von Lehrkräften. Springer Fachmedien. https://doi.org/10.1007/978-3-658-16819-3
Dicke, T., Holzberger, D., Kunina-Habenicht, O., Linninger, C., & Schulze-Stocker, F. (2016). „Doppelter Praxisschock“ auf dem Weg ins Lehramt? Verlauf und potenzielle Einflussfaktoren emotionaler Erschöpfung während des Vorbereitungsdienstes und nach dem Berufseintritt. Psychologie in Erziehung und Unterricht, 63(4), 244. https://doi.org/10.2378/peu2016.art20d
Holzberger, D., Philipp, A., & Kunter, M. (2016). Ein Blick in die Black-Box. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 48(2), 90–105. https://doi.org/10.1026/0049-8637/a000150
Kunter, M., Leutner, D., Seidel, T., Kunina-Habenicht, O., Dicke, T., & Linninger, C. (2016). BilWiss-UV –Returns and Development of Educational Knowledge: Validation of a Competence Test for Teacher Students. In H. A. Pant, O. Zlatkin-Troitschanskaia, C. Lautenbach, M. Toepper, & D. (. Molerov (Eds.), Modeling and Measuring Competencies in Higher Education – Validation and Methodological Innovations (KoKoHs) (pp. 24–27).
Kunter, M., Baumert, J., Leutner, D., Terhart, E., Seidel, T., Dicke, T., Holzberger, D., Kunina-Habenicht, O., Linninger, C., Lohse-Bossenz, H., Schulze-Stocker, F., & Stürmer, K. (2016). Dokumentation der Erhebungsinstrumente der Projektphasen des BilWiss-Forschungsprogramms von 2009 bis 2016: Bildungswissenschaftliches Wissen und der Erwerb professioneller Kompetenz in der Lehramtsausbildung (BilWiss). Die Bedeutung des bildungswissenschaftlichen Hochschulwissens für den Berufseinstieg von Lehrkräften (BilWiss-Beruf). Goethe-Universität Frankfurt. urn:nbn:de:hebis:30:3-428005
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Dicke, T., Elling, J., Schmeck, A., & Leutner, D. (2015). Reducing reality shock: The effects of classroom management skills training on beginning teachers. Teaching and Teacher Education, 48, 1–12. https://doi.org/10.1016/j.tate.2015.01.013
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