Zielorientierungen von Lehrkräften als Prädiktoren lernrelevanten Verhaltens

Abstract

In der vorliegenden Studie wird erstmalig untersucht, welche Rolle Zielorientierungen von Lehrkräften für das Aufsuchen von drei Lerngelegenheiten im Lehrerberuf (die Lektüre von Fachzeitschriften, die Teilnahme an schulinternen Fortbildungen und die Teilnahme an schulexternen Fortbildungen) spielen. Vertiefend wird der Frage nachgegangen, inwiefern das Streben nach Kompetenzerweiterung im pädagogischen, fachlichen und fachdidaktischen Bereich (bereichsspezifische Lernzielorientierungen) den Anteil dieser Themenbereiche im Rahmen freiwillig besuchter Fortbildungen vorhersagt. Auf Basis pfadanalytischer Auswertung der Daten von 667 Lehrkräften erwiesen sich Lernzielorientierung und Annäherungsleistungszielorientierung als positive Prädiktoren der Lektüre von Fachzeitschriften und der Teilnahme an schulexternen Fortbildungen. Arbeitsvermeidung sagte die Lektüre von Fachzeitschriften negativ vorher und Vermeidungsleistungszielorientierung erwies sich als negativer Prädiktor der Teilnahme an schulexternen Fortbildungen. Weiterhin zeigte sich, dass Lehrkräfte vermehrt solche Fortbildungsthemen aufsuchen, die ihren bereichsspezifischen Lernzielorientierungen entsprechen. Die Ergebnisse werden vor dem Hintergrund selbstregulierten Lernens im Lehrerberuf diskutiert.

Relationship between achievement goals and attention of university instructors in higher education professional training courses

“…In contrast to performance goals, this type of goal striving orientates individuals to save personal resources, and as such it is theoretically reasonable that also their attention cannot be fully focused on the resource-intensive learning context at hand. Therefore, this finding entrenches the negative associations of this type of goal for the use of learning opportunities, the employed learning strategies, and learning engagement (Daumiller et al, 2020a;Nitsche et al, 2013a;Nolen, 1988).…”

“…However, our hypotheses for performance goals and relational goals were not confirmed. While not many studies have been conducted on the relevance of relational goals for learning processes, there is a plethora of research findings on performance goals being associated with shallow learning and, especially for performance avoidance goals, impaired learning outcomes (Hulleman et al, 2010;Nitsche et al, 2013a;Nitsche et al, 2013b;Payne et al, 2007). Not having found statistically significant negative associations with attention might point to differences between student learners and university instructors in professional training courses: Given that class sizes in schools are much larger than the investigated courses (including on average 9 participants per course), inattentiveness was likely more easily detected.…”

“…Based on the considerations presented above, we expected substantial differences between instructors in their attention, and that these are related to instructors' achievement goals prior to course participation. Building on the aforementioned findings of previous research (e.g., Daumiller et al, 2016;Hein et al, 2019;Hurtz and Williams, 2009;Nitsche et al, 2013a;Nitsche et al, 2013b;Payne et al, 2007), we hypothesized that learning approach goals are positively associated with attention and performance approach, performance avoidance, relational, and work avoidance goals are negatively associated with attention.…”

“…Strong learning approach goals have been shown to be associated with increased participation in further education courses (Hurtz and Williams, 2009;Nitsche et al, 2013a;Nitsche et al, 2013b), university instructors' planned participation in further education and their attitudes thereto (Diethert et al, 2015), university instructors' attitudes towards help seeking (Daumiller et al, 2019), their learning time (Hein et al, 2019), their own as well as their students' learning gains (Daumiller et al, 2016;Hein et al, 2019), and their selfreported learning effort, intensity, risk-taking, elaboration, implementation, and persistence in professional training courses (Daumiller et al, 2020a).…”

“…Performance approach goals typically portray a mixed effect pattern for learning processes in adults, including participation in didactical training courses (Nitsche et al, 2013a;Nitsche et al, 2013b), learning strategies (Senko and Dawson, 2016), and learning gains (Payne et al, 2007). In contrast, performance avoidance goals have been found to be linked to lower learning gains in general (e.g., learning success; Payne et al, 2007), negative attitudes towards continuing higher education didactical courses and lower participation in these opportunities in school teachers (Nitsche et al, 2013a;Nitsche et al, 2013b), as well as lower learning gains and unfavorable attitudes towards help-seeking in university instructors (Daumiller et al, 2019).…”