How Candidate Teachers Experience Coherence in University Education and Teacher Induction: the Influence of Perceived Professional Preparation at University and Support during Teacher Induction

Alles, Martina; Apel, Jennifer; Seidel, Tina; Stürmer, Kathleen

doi:10.1007/s12186-018-9211-5

Cited by 15 publications

(13 citation statements)

References 45 publications

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“…To recognize the students' performance problems and intervene in a targeted manner, lecturers at the university should take advantage of didactic training interventions offered by universities. Furthermore, for student teachers to build up systematic knowledge, it is necessary that the program is coherent, and seminars and modules build on one another (Alles et al, 2019). In our study, performance problems are frequently mentioned in STEM subjects.…”

Section: Reasons For Dropout Of Universitymentioning

confidence: 99%

Promoting Student Teachers’ Well-Being

Hartl

Holzberger

Hugo

et al. 2022

Zeitschrift für Psychologie

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Abstract. Student teachers’ well-being is particularly important in times of teacher shortage. To prevent student dropout and promote students’ well-being, demands and resources within university teacher education need to be identified. Demands like workload or time pressure can lead to emotional exhaustion in the long-term, while resources like emotional support may foster well-being. By conducting a quantitative, longitudinal study on 903 student teachers from German universities, we investigate the relationship between the emotional support of peers (as a resource) and emotional exhaustion (an indicator of well-being). In addition, we conducted a qualitative study to analyze demands as possible reasons for dropout during teacher education. Latent change score models indicate that emotional exhaustion first increases and then slightly decreases over the course of three semesters. Emotional support by peers remains stable over time. The bivariate latent change model suggests that social support is not a predictor of later emotional exhaustion. The qualitative study analyzed three main dropout intentions: performance problems, lack of study motivation, and study conditions. Especially study conditions at university can be adjusted and act as a resource to increase students’ well-being.

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Section: Reasons For Dropout Of Universitymentioning

confidence: 99%

Promoting Student Teachers’ Well-Being

Hartl

Holzberger

Hugo

et al. 2022

Zeitschrift für Psychologie

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“…The comparison of the academic performance of the retrainees of the control and experimental groups No.1 and No.2 provides the ground for the conclusion that their distributions by the levels of the achievements in physics may be deemed as almost the same. For the statistical substantiation of the lack of differences between the control and experimental samplings, we will use the Pearson's chi-square test (χ 2 ) and will calculate its value according to formula (1). The value of the statistics of the χ 2 criterion at the comparison of the frequencies distribution of the retrainees from the control and experimental groups will be denoted as Т.…”

Section: Resultsmentioning

confidence: 99%

“…For this purpose, he/she should precisely understand the ay his/her professional competences are implemented. There is no sense in analyzing the way the teacher's preparation (Voss, 2017;Alles et al, 2019). So, the most relevant is the opinion, according to which a teacher should increase his/her pedagogical competencies that may be called institutional in practice (Mrnjaus, 2012;Hahl and Mikulec, 2018).…”

Section: Introductionmentioning

confidence: 99%

Professional Preparation of Teachers in the Usa From the Perspective of Professionalism and Competence

Gridina¹,

Chekanushkina²,

Kismetov³

et al. 2019

PTQ

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The relevance of the study is in the fact that modern school and university teachers are limited by the frameworks of one discipline and thus their professional growth is only limited by the gradual recitation of the provisions of one or another subject in the senior school not allowing them developing interdisciplinary courses. The authors of the paper consider the problem much deeper and define that the teachers’ opportunity to increase their professional knowledge is based on the provision of the necessary preparation of teachers in order to not only let them teach their own discipline but also to let them implement the interdisciplinary approach. The novelty of the paper is in the fact that it does not say that the teacher should give several courses and thus have the idea of the structure of some or other discipline. For the authors of the paper, the main component is the need in the preparation of the senior school teacher of both technical and humanitarian disciplines, which allows precisely demonstrating the interdisciplinary connections in the process of education. The paper reveals the parameters of such qualification and presents the model that allows assessing the extent teachers may apply the obtained knowledge in practice. The implementation of the paper’s provision in the field of the pedagogical practice is seen by the authors in the development of the programs of the professional preparation of teachers in the process of their work and further improvement of their professional knowledge.

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“…However, many teacher education programs seem to lack this linkage between knowledge acquisition and practice (Beck & Kosnik, 2002;Fraser, 2007). As a result, weak connections between the knowledge domains are frequent, and pre-service teachers are likely to struggle to use this knowledge in practice (Alles et al, 2018).…”

Section: Role-play-based Simulations To Foster Diagnostic Competencesmentioning

confidence: 99%

Diagnosing 6th Graders’ Understanding of Decimal Fractions: Fostering Mathematics Pre-Service Teachers’ Diagnostic Competences with Simulated One-on-One Interviews

Marczynski

Kaltefleiter

Siebeck

et al. 2022

Learning to Diagnose With Simulations

Self Cite

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One-on-one diagnostic interviews with school students have been proposed as learning opportunities to acquire diagnostic competences. Moreover, role-play-based simulations have proved promising to foster interactive competences similar to diagnosis during early phases of teacher and medical education. Thus, we developed a role-play-based simulation of diagnostic interviews on the topic of decimal fractions for mathematics pre-service teachers. During the role-play, participants either take on the role of a sixth grader, a teacher interviewing a sixth grader, or an observer watching the interview. Based on cognitive labs addressing criteria such as authenticity and immersion in the teacher’s diagnostic task in the role-play, we analyze the feasibility of the chosen simulation approach to measure and foster mathematics pre-service teachers’ diagnostic competences.

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How Candidate Teachers Experience Coherence in University Education and Teacher Induction: the Influence of Perceived Professional Preparation at University and Support during Teacher Induction

Cited by 15 publications

References 45 publications

Promoting Student Teachers’ Well-Being

Promoting Student Teachers’ Well-Being

Professional Preparation of Teachers in the Usa From the Perspective of Professionalism and Competence

Diagnosing 6th Graders’ Understanding of Decimal Fractions: Fostering Mathematics Pre-Service Teachers’ Diagnostic Competences with Simulated One-on-One Interviews

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