Zur erfolgreichen Gestaltung einer angemessenen Lernumgebung gehört eine effiziente Klassenführung. Eine wesentliche Voraussetzung dafür ist die Fähigkeit, klassenführungsrelevante Ereignisse im Unterricht erkennen, angemessen einschätzen und mögliche Handlungsalternativen benennen zu können. In der vorliegenden Evaluationsstudie wird untersucht, inwiefern sich solch eine professionelle Wahrnehmung in der universitären Lehramtsausbildung anhand der angeleiteten Analyse von Unterrichtsvideos vermitteln lässt. In Lehrseminaren trainierten Studierende im Umfang von 60 Stunden in Partnerarbeit die Analyse ausgewählter Unterrichtsausschnitte hinsichtlich der Klassenführungsdimensionen Allgegenwärtigkeit, Strukturierung des Unterrichtsverlaufs und Gruppenfokus. Es nahmen insgesamt 120 Studierende an der Studie mit einem Prä-Post-Kontrollgruppendesign teil. In Kovarianzanalysen zeigten sich signifikante Effekte der Gruppe in der erwarteten Richtung, wobei sich für die Facette Strukturierung des Unterrichtsverlaufs eine kleine und für die Facette Gruppenfokus eine mittlere Effektstärke ergab, während für die Facette Allgegenwärtigkeit keine Effekte gefunden wurden. Der Einfluss des Fachsemesters, aber auch Erfahrungen mit Unterrichtsanalysen und Klassenführung hatten keinen signifikanten Einfluss auf die professionelle Wahrnehmung klassenführungsrelevanter Unterrichtsereignisse.
Background. Knowledge from educational research frequently contradicts preservice teachers' prior beliefs about educational topics. Such contradictions can seriously affect their attitudes towards educational research and can counteract efforts taken to establish teaching as a research-based profession.Aims. Inspired by Munro's (2010, J. Appl. Soc. Psychol., 40, 579) work on science discounting, this study examined whether preservice teachers tend to devalue the potency of educational research when evidence contradicts their beliefs.Sample. We used data from 145 preservice teachers from different German universities.Methods. In an experimental design, participants indicated their prior beliefs about an educational topic (i.e., effectiveness of grade retention) before and after reading either confirming or disconfirming scientific evidence. Dependent variables were, first, whether participants devalued the potency of science to study this focal topic and whether they generalized this devaluation to further related and unrelated topics; second, whether participants preferred non-scientific over scientific sources to inform themselves about the focal topic as an indirect measure of science devaluation.Results. Interaction effects on both outcome variables confirmed that participants devalued educational research and its sources when scientific evidence conflicted with their prior belief. Yet, results did not corroborate any generalization of devaluation to further topics. Despite the devaluation, participants indicated belief revision in the direction of the evidence read.Conclusions. Preservice teachers may indeed critically question educational research when scientific evidence conflicts with their prior beliefs. However, they may also adapt their assumptions in light of strong evidence. More research is needed to clarify the conditions of devaluation and belief revision.When people are confronted with scientific evidence that contradicts their prior beliefs, they frequently question the evidence rather than their own beliefs (Chinn & Brewer, 1998;Munro, 2010). The effects of this bias regarding comprehending and evaluatingThis is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.
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