Observed classroom quality during teacher education and two years of professional practice.

Abstract

The aims of the present study are to investigate whether and how teachers change in their observed classroom quality (emotional and instructional support, classroom organization, and students' engagement; measured with the Classroom Assessment Scoring System observation measure for secondary school [CLASS-S]; Pianta, La Paro, & Hamre, 2006) during their teacher education year and the first 2 years of professional practice, as well as the effects of personal characteristics and contextual factors on observed classroom quality. Confirmatory factor analyses (CFAs) with a reduced number of indicators per a priori construct fitted the data well. Using factor scores in 3-level multilevel models for change (376 lesson segments 20 min in duration nested within 10 time points, within 17 teachers), we found more variability over time than within lessons and the least variability between teachers. Emotional support showed an inverted U-shaped change over time, whereas classroom organization increased linearly over time. Emotional support was lower for older students, and students were more engaged in larger classes. A higher level of classroom organization during lessons was related to less variability in student engagement, but variability of instructional support was unrelated to variability of student engagement within each lesson. The findings are discussed within the context of teachers' supported transitions into professional practice.

Teacher-Student-Relationships in Teacher Education: Exploring Three Projects of Knowledge Transfer into Action

“…Last but not least, there is another consideration that ends the conclusion: It is rare that learning in order to create a supportive relationship with a student is explicitly taught in teacher education and as far as research can show, supportive relationships are constantly threatened by teachers' stress (Doll, 2013) or by organizational priorities (Malmberg et al, 2010). Projects like the discussed ones strengthen the place of the social dimension in teacher education; they might have only small effects and may increase the work-load for all participants but they set a positive priority.…”

“…We rather want to point out that we are aware of these inaccuracies and problems and see them as one whole problem of knowledge acquisition about important aspects of creating a supportive teacher-student-relationship. These inaccuracies are probably one cause for the fact that during the continuous teaching period, emotional support for students is neglected by teachers in favor of classroom organization (Malmberg, Hagger, Burn, Mutton, & Colls, 2010). Classroom organization is associated with more concrete operations.…”

Finnish Students’ Engagement in Science Lessons

“…Fullan, 2007;Wigfield & Gambria, 2010) and observation (e.g. Malmberg, Hagger, Burn, Mutton & Colls, 2010). It can also be measured with ESM (e.g.…”

Comparative studies of mathematics teaching: does the means of analysis determine the outcome?

“…While not widely used, and depending on whether or not researchers aim to test theoretically-derived models, both confirmatory and exploratory approaches have been undertaken on data derived from observation schedules. For example, with respect to the former, several studies have performed confirmatory factor analyses on data derived from adaptations of the Classroom Assessment Scoring System (La Paro et al 2004), including UK secondary trainee teachers (Malmberg et al 2010) and Finnish kindergarten teachers (Pakarinen et al 2010). These have shown it to be an appropriate tool for confirming a priori theorisations of classroom quality as measured by rating scales.…”