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Author
Dohrmann, Julia:

Title:
Überzeugungen von Lehrkräften
Ihre Bedeutung für das pädagogische Handeln und die Lernergebnisse in den Fächern Englisch und Mathematik

Source:
Münster : Waxmann (2021) , 246

Series:
Empirische Erziehungswissenschaft, 78

URL of full text:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-224986

URN:
urn:nbn:de:0111-pedocs-224986

Language:
Deutsch

Document type
1. Monographien (Autorenschaft); Monographie

Schlagwörter:
20. Jahrhundert, Allgemeine Pädagogik, Bildungsgeschichte, Datenanalyse, Deutschland, Dissertation, Einflussfaktor, Einstellung, Empirische Forschung, Englischunterricht, Gesamtschule, Gymnasium, Handlungskompetenz, Hauptschule, Hessen, Item, Item-Response-Theorie, Lehrer, Lernergebnis, Mathematikunterricht, Merkmal, Niedersachsen, Nordrhein-Westfalen, Pädagogisches Handeln, Professionalisierung, Qualität, Realschule, Schülerleistung, Schulform, Schulforschung, Schuljahr 09, Schulkultur, Schulqualität, Sekundäranalyse, Test, Überzeugung, Unterricht, Unterrichtsforschung, Unterrichtsklima, Unterrichtspraxis, Unterrichtsqualität, Wandel


Abstract:
Pädagogische Überzeugungen von Lehrkräften sind ein zentraler Aspekt ihrer professionellen Kompetenz, der für Schul- und Unterrichtsqualität bedeutsam ist. In dieser Studie wird untersucht, mit welchen Unterrichtsmerkmalen allgemeine pädagogische Überzeugungen von Lehrkräften zusammenhängen und wie diese Überzeugungen, vermittelt über das Unterrichtshandeln, mit Lernergebnissen von Schülerinnen und Schülern korrespondieren. Dies geschieht durch eine Sekundäranalyse der Drei-Länder-Studie von Helmut Fend aus den Jahren 1978/79. Ziel der Arbeit ist es, die Beziehungen zwischen allgemeinpädagogischen Überzeugungen, Unterricht und Lernergebnissen unter Berücksichtigung des aktuellen theoretischen und methodischen Forschungsstandes zu analysieren. Es zeigt sich, dass im Englischunterricht die pädagogischen Überzeugungen der Lehrkräfte mit einem unterstützenden Unterrichtsklima und - vermittelt über adaptives Unterrichtshandeln - mit den Lernergebnissen der Schülerinnen und Schüler im affektiven Bereich zusammenhängen.

Abstract(englisch):
This study analyses the pedagogical beliefs of teachers as a central aspect of their professional competence which is significant for the quality of school and instruction. It examines which instructional characteristics general pedagogical beliefs of teachers are related to and how these beliefs, mediated by instruction, are related to student outcomes. For this a secondary analysis of Helmut Fend's "Drei-Länder-Studie" in Germany from 1978 and 1979 is carried out. The aim of this study is to analyse the relationships between general pedagogical beliefs, instruction and student outcomes, taking into account the current state of theoretical and methodological research. Such general pedagogical beliefs are relevant to all school subjects; in the context of this study, general pedagogical beliefs of English and mathematics teachers are considered. Three teachers' beliefs are in focus: Teachers' attitudes towards the support of weak students and teachers' attitudes towards the necessity of pressure in learning processes relate to a comprehensive understanding of instruction that enhances learning. Thirdly, the willingness of teachers to reform is included as a general pedagogical belief which indicates how resistantly or flexibly schools should react to societal demands. The first research question examines the relation of teachers' beliefs and instruction. Then relations between teachers' beliefs and student outcomes are addressed: The second research question investigates the relations between teachers' beliefs and student well-being. The third research question analyses the relations between teachers' beliefs and student achievement in mathematics or English. The analyses of the first research question, the relation of teachers' beliefs to their instruction, examine various aspects of instruction. Seven constructs are considered, which depict a supportive teaching climate and four constructs, which illustrate classroom management. Overall, the connection between the beliefs investigated here and the instructional characteristics can be empirically confirmed primarily for characteristics of a supportive climate in English lessons. Only here correlations between pedagogical beliefs of teachers and the respective instructional characteristics emerge consistently. Such correlations cannot be systematically found for the four constructs of classroom management or for mathematics classes. The scale "adaptivity" as an aspect of a supportive climate and the scale "discipline" as an aspect of classroom management are of particular importance in the analyses of the second and third research question, since the mediating function of teachers' beliefs on student outcomes is examined for these two instructional characteristics. The empirical analyses of the second question largely support the assumption of a connection between the teachers' pedagogical beliefs and the students' well-being in class. Students taught by teachers who showed a high willingness to reform in English or mathematics lessons or a positive attitude towards supporting weak students in English lessons felt more comfortable in class than their classmates. Students whose teacher considered pressure in learning to be necessary felt less comfortable in both English and mathematics classes. Regarding the willingness to reform and the necessity of pressure in learning processes, it can still be assumed that this relation is mediated by adaptivity, at least in English lessons. The assumption of discipline as a mediator of teachers' pedagogical beliefs on the well-being of students cannot be empirically confirmed. In mathematics lessons, no mediation processes of pedagogical beliefs on students' well-being could be determined. The analyses for the third research question show no mediation of teachers' pedagogical beliefs by the adaptivity or discipline of their instruction for students' English and mathematics achievement. In summary, the results of this secondary analysis show that in English classes, teachers' pedagogical beliefs in the late 1970s in Germany - mediated by adaptive instruction - were related to students' learning outcomes, especially in the affective domain. They further lead to the conclusion that general pedagogical beliefs of teachers were related to a supportive climate in English classes. Moreover, these pedagogical beliefs were significant for students' well-being and, to some extent, for their achievement in English and mathematics. These findings are also of fundamental theoretical importance beyond the historical context.


DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen

Notes: