Abstract
In order for teachers to successfully gain new knowledge during professional development (PD), courses must be of high quality and stimulate active involvement from participants. More and ...more PD courses are taking place online, without clear evidence of whether face‐to‐face and online courses differ in terms of their quality or level of participants' engagement. The present study investigates differences between face‐to‐face and online PD with respect to certain quality characteristics: clarity and structure, cognitive activation, collaboration and practical relevance, as well as participants' behavioural, cognitive and affective engagement. The study is based on 2210 teachers from Germany who participated in 1 of 137 face‐to‐face or 54 online PD courses. Although participants rated face‐to‐face and online courses very positively regarding all quality characteristics and engagement dimensions, they evaluated online courses slightly less favourably compared to face‐to‐face courses. Implications for practice and research are derived to help ensure high‐quality PD offerings in the future.
Practitioner notes
What is already known about this topic
Face‐to‐face and online PD have the potential to be similarly effective.
PD quality and participants' engagement can be assumed to be predictors of PD effectiveness.
PD quality contains clarity and structure, cognitive activation, collaboration and practical relevance.
Engagement is a three‐dimensional construct composed of behavioural, cognitive and affective components.
What this paper adds
PD quality was rated very positively for online and face‐to‐face courses.
Participants rated the quality of online PD lower compared to face‐to‐face PD.
Participants rated their engagement in online PD lower compared to face‐to‐face PD.
Implications for practice and/or policy
PD format should always be chosen with which a higher benefit can be achieved.
Quality assurance should take place before PD is conducted.
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BFBNIB, FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SAZU, SBCE, SBMB, UL, UM, UPUK
While school self-concept is an important facilitator of a student’s school engagement, previous studies rarely investigated whether it may also explain the change in students’ school engagement ...during secondary school. Moreover, as social relations play an increasingly important role in adolescence, the current research distinguishes between the social and individual school self-concepts of a student. Whereas individual school self-concept uses the perception of a student’s own ability in the past in order to estimate perceived current ability, social school self-concept refers to the comparison of a student's own perceived current ability with the current perceived abilities of others. We examined the role of students’ individual and social school self-concepts in the development of behavioral and emotional school engagement during the period from grade 8 to grade 9. The sample consisted of 1088 German adolescents at the first measurement time (
M
age
= 13.70, SD = 0.53; 53.9% girls). The findings suggested a significant decline in both emotional and behavioral school engagement over the span of 1.5 years. In addition, social—but not individual—school self-concept was associated with the change in both dimensions of school engagement over time, such as it may intensify a student’s decline in school engagement levels. This might be due to the fact that students with a high social school self-concept tend to increasingly emphasize competition and comparison and strive for high grades, which lowers students’ school participation and identification in the long term.
Teacher self-efficacy for classroom management is an important component of teachers' identity with implications for their teaching quality. Theoretically, it has been described that contextual ...variables play an important role for self-efficacy development and its consequences. However, little is known about the interrelationships of job resources and demands with teacher self-efficacy, and consequences for teachers' professional behaviors. We extend teacher self-efficacy research by drawing on the Job Demands-Resources model in examining contextual influences on developmental dynamics between classroom management self-efficacy and teacher-reported classroom management, from prior to qualifying as a teacher until mid-career. Participants were 395 primary and secondary Australian school teachers. Longitudinal structural equation models showed teachers’ classroom management self-efficacy positively related to aspects of their perceived classroom management, particularly during early career. Between early and mid-career, the positive relationship between self-efficacy and classroom management was moderated by early career excessive demands. Implications are outlined for teacher education and school administration.
•Longitudinal relationships of teachers' self-efficacy and classroom management.•Contextual resources and demands were examined as predictors and moderators.•Teachers' self-efficacy supported their development of perceived classroom structure.•Excessive demands during early career were highly detrimental.•Theoretical contributions to the self-efficacy and Job Demands-Resources literatures.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Research indicates that, on average, students' intrinsic value in language arts declines throughout school. According to situated expectancy-value theory, however, not all students follow the same ...developmental trajectory. This study examined interindividual differences in this development from Grades 5–7 using growth mixture modelling (N = 1325 German students). We further studied how gender, socioeconomic status, prior achievement, and classroom climate predicted trajectory class membership. We identified five intrinsic value trajectory classes, with most, but not all, students best classified into a declining class. Classes' initial value levels differed. Girls were more likely than boys to be grouped into a trajectory class characterized by a high or moderate initial value that slightly decreased, as were students who perceived their classroom climate as more positive. Class membership was associated with subsequent achievement. Our findings underscore the necessity for educators and researchers to recognize intrinsic value heterogeneity within classrooms.
•Intrinsic value: We found five distinct growth trajectory classes in language arts.•Most trajectory classes exhibited a decrease in intrinsic value from Grades 5–7.•Girls were more likely to be assigned to classes with higher or increasing values.•Students' perceived classroom climate related positively to some trajectory classes.•Trajectory classes differed in relation to subsequent achievement.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
This longitudinal study examined relationships between student-perceived teaching for meaning, support for autonomy, and competence in mathematic classrooms (Time 1), and students’ achievement goal ...orientations and engagement in mathematics 6 months later (Time 2). We tested whether student-perceived instructional characteristics at Time 1 indirectly related to student engagement at Time 2, via their achievement goal orientations (Time 2), and, whether student gender moderated these relationships. Participants were ninth and tenth graders (55.2% girls) from 46 classrooms in ten secondary schools in Berlin, Germany. Only data from students who participated at both timepoints were included (
N
= 746 out of total at Time 1 1118; dropout 33.27%). Longitudinal structural equation modeling showed that student-perceived teaching for meaning and support for competence indirectly predicted intrinsic motivation and effort, via students’ mastery goal orientation. These paths were equivalent for girls and boys. The findings are significant for mathematics education, in identifying motivational processes that partly explain the relationships between student-perceived teaching for meaning and competence support and intrinsic motivation and effort in mathematics.
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EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NLZOH, NUK, OBVAL, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
Zusammenfassung
Der angemessene Umgang mit Heterogenität gilt als eine der zentralen Herausforderungen aber auch als eine bedeutsame Chance für Schule und Unterricht. Dabei wird häufig die Frage ...diskutiert, wie Unterricht adaptiv das Leistungsniveau von Lernenden berücksichtigen kann. Im vorliegenden Beitrag gehen wir der Frage nach, wie Unterrichtsgestaltung die unterschiedlichen motivationalen Lernvoraussetzungen von Schülerinnen und Schülern und ihr unterschiedliches motivationales Erleben von Lernsituationen angemessen aufgreifen kann. Dabei werden zunächst theoretische und empirische Perspektiven auf motivationale Heterogenität und ihr Zusammenwirken mit geschlechtsbezogenen, sprachlichen oder sozialen Heterogenitätsdimensionen diskutiert. Anschließend befassen wir uns mit der Frage, wie und unter welchen Bedingungen Unterricht adaptiv unterschiedliche motivationale Lernvoraussetzungen aufgreifen kann und schlagen ein Prozessmodell motivational adaptiver Unterrichtsgestaltung vor, aus dem auch praktische Implikationen für Lehrkräftebildung und Unterrichtspraxis abgeleitet werden.
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EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
This study used latent growth curve models to examine the impact of the COVID-19 pandemic on the development of teacher self-efficacy in student teachers. Results indicated that the teacher ...self-efficacy of student teachers taught during the first COVID-19 lockdown increased significantly less across a semester compared to student teachers taught prior to the pandemic, who gained practical experience in schools. There may be a cohort of student teachers at risk of entering the profession with lower self-efficacy than is typical. Universities and schools may wish to provide additional practical experiences to compensate for the missed opportunities during the COVID-19 pandemic.
•Student teachers taught during the COVID-19 pandemic showed significantly less improvement in teacher self-efficacy.•Student teachers with lower levels of initial teacher self-efficacy were particularly at risk.•For self-efficacy for student engagement, this interaction was moderated by gender and prior pedagogical experience.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
