This study investigated how taking different perspectives in teacher training courses influences the learning of professional vision, multiperspectivity, and strategic knowledge of classroom ...management. A total of 134 student teachers analyzed classroom management from one of three different perspectives: 36, from an observer perspective by viewing videos of unknown teachers (TG-V); 46, from only a protagonist perspective by remembering own teaching (TG-T); and 52, from both a protagonist and an observer perspective through videos of their own, their peers, and unknown teaching (TG-VT). An untreated control group (CG) received no classroom management training. Learning gains were investigated in a quasi-experimental pre–post–follow-up design using a mixed-methods approach. Results showed that all interventions fostered strategic knowledge of classroom management. Analyzing videos from own and unknown teachers (TG-VT) had the strongest positive effect on professional vision, but analyzing own teaching from memory also had higher effects on professional vision and multiperspectivity than analyzing stock videos.
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NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
Comparative perspectives are crucial in the study of human development, yet longitudinal comparisons of humans and other primates are still relatively uncommon. Here, we combined theoretical ...frameworks from cross-cultural and comparative psychology, to study maternal style in 10 mother-infant pairs of German urban humans (Homo sapiens) and 10 mother-infant pairs of captive chimpanzees (Pan troglodytes), during the first year of infants' development. We conducted focal observations of different behaviours (i.e. nursing, carrying, body contact, touching, grooming, restraining, approaching, leaving, rejection, aggression, mutual gaze, object stimulation), during natural interactions. Analyses revealed a more distal maternal style in WEIRD humans than in captive chimpanzees, with different behaviours being generally more common in one of the two species throughout development. For other behaviours (i.e. nursing), developmental trajectories differed between WEIRD humans and captive chimpanzees, although differences generally decreased through infants' development. Overall, our study confirms functional approaches as a valid tool for comparative longitudinal studies.
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IZUM, KILJ, NUK, PILJ, PNG, SAZU, UL, UM, UPUK
The moral socialization of preschool children has so far mostly been investigated in the informal context of family, but with an increasing institutionalization of early childhood education ...worldwide, preschool teachers now play a prominent role as moral socialization agents. Accordingly, we investigated the institutional moral socialization of the three ethics of Autonomy, Community, and Divinity in two different cultural contexts. Preschool teachers (PTs) from urban German (n = 73) and Indonesian (n = 135) contexts completed a paper–pencil survey assessing their moral socialization goals for preschool children concerning the three ethics via the Ethical Values Assessment (EVA_S). Confirmatory factor analyses were carried out separately for the German and Indonesian samples and confirmed the proposed three-factor structure. Measurement invariance tests for the EVA_S indicated metric, but not scalar invariance. Thus, subsequent intra- and cross-cultural analyses were conducted with centered values. The results indicate that German PTs emphasized the ethic of Autonomy for moral socialization, while Indonesian PTs promoted the ethic of Divinity. Across cultures, Autonomy and Divinity socialization goals correlated with the PTs’ preference of the ethics in their moral reasoning. Furthermore, Divinity socialization goals were related to the PTs’ religiosity and their preschools having a religious affiliation in both cultural contexts. These findings contribute to our understanding of institutional moral socialization and cultural as well as subcultural contextual influences.
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NUK, OILJ, SAZU, UKNU, UL, UM, UPUK, VSZLJ
Introduction
Promoting a professional vision of teaching as a key factor of teachers’ expertise is a core challenge for teacher professionalization. While research on teaching has evolved and ...successfully evaluated various video-based intervention programs, a prevailing emphasis on outcome measures can yet be observed. However, the learning processes by which teachers acquire professional vision currently remain a black box. The current study sought to fill this research gap. As part of a course dedicated to promoting a professional vision of classroom management, students were imparted knowledge about classroom management that had to be applied to the analysis of authentic classroom videos. The study aimed to determine the variety of individual strategies that students applied during their video analyses, and to investigate the relationship between these and the quality of the students’ analyses, measured by their agreement with an experts’ rating of the video clips.
Methods
The sample comprised 45 undergraduate pre-service teachers enrolled in a course to acquire a professional vision of classroom management. By applying their imparted knowledge of classroom management, students engaged in the analysis of classroom videos to learn how to notice and interpret observable events that are relevant to effective classroom management. Implementing a learning analytical approach allowed for the gathering of process-related data to analyze the behavioral patterns of students within a digital learning environment. Video-based strategies were identified by conducting cluster analyses and related to the quality of the students’ analysis outcomes, measured by their concordance with the experts’ ratings.
Results
We gained insight into the learning processes involved in video-based assignments designed to foster a professional vision of classroom management, such as the areas of interest that attracted students’ heightened attention. We could also distinguish different approaches taken by students in analyzing classroom videos. Relatedly, we found clusters indicating meticulous and less meticulous approaches to analyzing classroom videos and could identify significant correlations between process and outcome variables.
Discussion
The findings of this study have implications for the design and implementation of video-based assignments for promoting professional vision, and may serve as a starting point for implementing process-based diagnostics and providing adaptive learning support.
Using videos to improve teaching is becoming increasingly popular. Classroom videos help teachers to gain professional vision; that is, the ability to connect theory with practice and possess the ...necessary situated knowledge to recognize and interpret events that are crucial for learning. However, assessing the effects of such video-based learning environments on such situated knowledge requires valid instruments that are able to represent the complexity of teaching. The main aim of this study was to develop a standardized, video-based test for assessing the professional vision of one of the main dimensions of teaching quality: classroom management. We investigated the internal structure of our test, its sensitivity to differences in expertise, and its discriminant validity. A further problem with such video-cued testing is the item dependence that arises from items being nested within video clips. Therefore, a second aim of this study was to determine whether a bifactor modeling approach could counter the item dependence of video-based measurements and produce more accurate reliability and validity estimates for video-based tests.
•We used digital classroom videos for measuring the PVCM.•PVCM correlated moderately with strategic knowledge of classroom management.•In-service teachers had a significantly higher PVCM than student teachers.•Reliability was overestimated due to item dependence of items nested in videos.•Using a bifactor model helped to get more accurate estimations of reliability.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK, ZRSKP
For research on emotional development, defining emotions as psychological systems of appraisals, expressions, body reactions, and subjective feelings in all phases of ontogenesis raises tricky ...methodological issues. How can we measure single emotions when appraisals and feelings cannot be assessed from outside, when expressions do not seem to be tied unequivocally to single emotions, and feelings are sometimes decoupled from perceivable expressions? Furthermore, how does a restricted set of neonate emotions differentiate into a culturally modified set of adult emotions? This article presents an innovative answer to these issues by applying Vygotsky's culture-historical approach on the psychological significance of social signs to the analysis of emotion, expression, and their development. The core assumption is that humans learn to use emotional expressions as communicative signs that appeal to another person to regulate their interaction through emotions and as psychological signs that appeal to the self to regulate the self's actions through emotions. This twofold function assigns a significant mediating role to expression for not only culture-historical and ontogenetic differentiation but also a growing awareness, self-regulation, and mental processing of emotions. The article describes three stages of emotional development supported by empirical evidence on how a biologically given set of neonate emotions are transformed into a culturally modified set of conscious, sign-mediated emotions that enables a decoupling of expression and feeling.
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CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
Starting with an overview of theoretical approaches to emotion from an activity-oriented stance, this article applies Vygotsky's three general principles of development, sign mediation, and ...internalization to the development of emotional expressions as a culturally evolved sign system. The possible twofold function of expression signs as a means of interpersonal regulation and intrapersonal regulation predestines them to be a mediator between sociocultural and psychological processes in the domain of emotions. The proposed internalization theory of emotional development transfers Vygotsky's theory of the development of speech and thinking to the development of expression and feeling. Three stages of emotional development are described and underpinned by empirical studies: (a) the emergence of enculturated expression signs and related emotions from precursor emotions of newborns in the interpersonal regulation between caregivers and children during early childhood, (b) the emergence of intrapersonal regulation of emotions out of their interpersonal regulation by using expression signs as internal mediators that starts from preschool age onward, and (c) the internalization of emotional expression signs and the emergence of a mental plane of emotional processing.
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BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
Abstract
We describe basic concepts of contemporary teacher education from a psychological perspective, typified with examples from teacher education programs run at the University of Münster, ...Germany. After describing the context of teacher education in Germany, criteria are discussed which guide the selection of psychological contents to be included into teacher education curricula. Furthermore, three curriculum components are discussed that help to adopt a psychological perspective on instruction at school. Classroom videos reduce the distance between psychological knowledge suitable to guide teacher behaviour and examples of how teachers actually behave during class. Students’ small-scale classroom research projects bridge the gap between theory and practice, and curriculum components focussing on individual differences help to raise awareness for diagnostics, individual aid, and inclusion. Finally, psychology’s role in teacher education is discussed with regard to relevant content knowledge and methodological knowledge teacher education curricula might benefit from.
Key words: teacher education, video-based instruction, evidence-based teaching, inclusion
The comment discusses the common ground and differences of the contribution of Walle, Reschke, and Knothe (2017), as well as that of Clément and Dukes (2017) in their efforts to conceptually connect ...an important concept from infancy research, namely that of social referencing, with an important one from emotion research on adults, that of social appraisal. The distinction between social referencing and affective observation under the generic concept of social appraisal could be worthwhile for differentiating implicit and explicit impacts of a model’s behavior on a child’s emotional development.
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NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
The stressors of teaching can be individual and hard to identify. Merely recalling stressful events after a lesson can be biased by neglect, modification, or extenuation of memories. Therefore, the ...present study explores how video data can be used to reactivate or relive stressor memory. Eight teachers' lessons were recorded while their stress was assessed through electrodermal activity (EDA). Teachers then watched their recorded lessons retrospectively while EDA was measured once more but they were additionally asked to use a joystick to indicate when they recalled being stressed during their lesson. Results show that teachers in the watching condition did not re-experience or recall the same situations as stressful as in the teaching condition. They indicate that video feedback can be used as a tool for coping with stressful teaching events only if teachers are also provided with information about their actual stress level during teaching. The implications of these results are discussed.
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BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
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