Acknowledging teachers’ individual starting conditions and zones of development in the course of professional development

Schindler, Ann-Kathrin; Seidel, Tina; Böheim, Ricardo; Knogler, Maximilian; Weil, Maralena; Alles, Martina; Gröschner, Alexander

doi:10.1016/j.tate.2021.103281

Cited by 16 publications

(7 citation statements)

References 45 publications

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“…We could identify 511 teacher questions which were coded as closed-reproductive and 424 openelaborative teacher questions in our video material. On average, teachers posed 22 In gures 1 -4, we report the frequencies of teacher questions / student responses in case-based seminars over time. Figure 1 shows the frequency of closed-reproductive questions posed by clinical teachers.…”

Section: Resultsmentioning

confidence: 99%

Moving from Basic to More Advanced: Is there an Increase Over Time in the Complexity of Teacher Questions and Student Responses in Case Based Clinical Seminars?

Gartmeier¹,

Hapfelmeier²,

Grünewald³

et al. 2021

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Introduction: Case-based group discussions (CBGD) are a specific, interaction-focused form of case based medical education dedicated to foster medical students’ skills of applying basic biomedical knowledge to patient cases. In such seminars, teacher question-student response patters are a crucial aspect. We empirically investigate to which degree clinical teachers progress from more basic, knowledge-oriented towards more advanced, elaboration-oriented questions in CBGD-seminars. Methods We video recorded 32 case-based seminars in the areas of surgery and internal medicine. 21 different clinical teachers had taught and 398 medical students had attended these seminars. We coded closed-reproductive and open-elaborative teacher questions as well as reproductive and elaborative student responses to these questions. Interrater reliability was satisfactory. For determining trends regarding the teacher questions / student responses, we compared eight equally long time-segments per seminar. Results Overall, clinical teachers posed more closed-reproductive than open-elaborative questions to students and the latter gave more reproductive than elaborative responses. Regarding the frequencies of these forms of teacher questions / student responses, we found no significant differences over time. Discussion We found that clinical teachers did not deliberately modify the types of questions they posed over time to push their students towards more elaborative responses. Generally, this raises the critical question to which degree promising didactic concepts are actually put into clinical teaching practice. In our sample, we observed substantial heterogeneity regarding the variables in focus of our study. We conclude that medical education researchers should more thoroughly take different starting conditions and teaching approaches of different teachers into account.

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Section: Resultsmentioning

confidence: 99%

Moving from Basic to More Advanced: Is there an Increase Over Time in the Complexity of Teacher Questions and Student Responses in Case Based Clinical Seminars?

Gartmeier¹,

Hapfelmeier²,

Grünewald³

et al. 2021

Preprint

Self Cite

View full text Add to dashboard Cite

show abstract

“…This points towards great heterogeneity between the seminars analyzed our study -which, overall, makes it di cult to identify statistically signi cant effects. For future research as well as for didactic interventions, this suggests that individual differences regarding starting conditions and teaching approaches between different teachers should more strongly be taken into account (22).…”

Section: Discussionmentioning

confidence: 99%

Moving from Basic to More Advanced: Is there an Increase Over Time in the Complexity of Teacher Questions and Student Responses in Case Based Clinical Seminars?

Gartmeier¹,

Hapfelmeier²,

Grünewald³

et al. 2021

Preprint

Self Cite

View full text Add to dashboard Cite

Introduction: Case-based group discussions (CBGD) are a specific, interaction-focused form of case based medical education dedicated to foster medical students’ skills of applying basic biomedical knowledge to patient cases. In such seminars, teacher question-student response patters are a crucial aspect. We empirically investigate to which degree clinical teachers progress from more basic, knowledge-oriented towards more advanced, elaboration-oriented questions in CBGD-seminars.Methods: We video recorded 32 case-based seminars in the areas of surgery and internal medicine. 21 different clinical teachers had taught and 398 medical students had attended these seminars. We coded closed-reproductive and open-elaborative teacher questions as well as reproductive and elaborative student responses to these questions. Interrater reliability was satisfactory. For determining trends regarding the teacher questions / student responses, we compared eight equally long time-segments per seminar.Results: Overall, clinical teachers posed more closed-reproductive than open-elaborative questions to students and the latter gave more reproductive than elaborative responses. Regarding the frequencies of these forms of teacher questions / student responses, we found no significant differences over time.Discussion: We found that clinical teachers did not deliberately modify the types of questions they posed over time to push their students towards more elaborative responses. Generally, this raises the critical question to which degree promising didactic concepts are actually put into clinical teaching practice. In our sample, we observed substantial heterogeneity regarding the variables in focus of our study. We conclude that medical education researchers should more thoroughly take different starting conditions and teaching approaches of different teachers into account.

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“…Participants were drawn from a larger teacher professional development project (see, Böheim et al, 2021; Schindler et al, 2021). A total of 450 high school students (54% female) from German high-ability track schools (Gymnasium) in an urban school district in Bavaria, Germany participated in this study.…”

Section: Methodsmentioning

confidence: 99%

A longitudinal study of student hand raising: Stability and reciprocal dynamics with cognitive elaboration and academic self-concept.

Böheim,

Daumiller,

Seidel

2024

Journal of Educational Psychology

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Hand raising is a key student behavior in everyday teacher-student interactions. Using a longitudinal research design, we explored the stability of hand raising and its directional relations with student learner characteristics over time. We observed students' hand-raising behavior using video-recordings of 376 German high school students taken in multiple lessons during one school year. Results show that student hand raising seems to be a stable student behavior; nearly half of the variance observed is attributable to individual students, while less is attributable to lessons and classroom teachers. A latent cross-lagged panel analysis revealed reciprocal dynamics between hand-raising, cognitive, and motivational learner characteristics. Specifically, hand raising functioned as both an antecedent and an outcome of students' cognitive elaboration, while frequent hand raising at the beginning of the school year positively predicted changes in students' academic self-concept. Therefore, hand raising seems to be associated with opportunities that stimulate positive changes in students' cognitive and competence-related learning experiences. Educational Impact and Implications StatementThis study investigates student hand raising based on behavioral data from video-recordings of German high school classrooms during teacher-centered, whole-class discourse. Results contribute to a better understanding of how student hand raising is related to students' cognitive and competence-related learning experiences. Additionally, results highlight that students' hand-raising behavior is relatively stable throughout multiple lessons during the school year. Implications for teachers of how to support hand raising are discussed.

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Acknowledging teachers’ individual starting conditions and zones of development in the course of professional development

Cited by 16 publications

References 45 publications

Moving from Basic to More Advanced: Is there an Increase Over Time in the Complexity of Teacher Questions and Student Responses in Case Based Clinical Seminars?

Moving from Basic to More Advanced: Is there an Increase Over Time in the Complexity of Teacher Questions and Student Responses in Case Based Clinical Seminars?

Moving from Basic to More Advanced: Is there an Increase Over Time in the Complexity of Teacher Questions and Student Responses in Case Based Clinical Seminars?

A longitudinal study of student hand raising: Stability and reciprocal dynamics with cognitive elaboration and academic self-concept.

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