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Situation-specific skills in classroom management of pre-service teachers. Linking with professional knowledge, self-efficacy, and student-rated classroom management quality
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Situation-specific skills in classroom management of pre-service teachers. Linking with professional knowledge, self-efficacy, and student-rated classroom management quality
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Journal Article
Situation-specific skills in classroom management of pre-service teachers. Linking with professional knowledge, self-efficacy, and student-rated classroom management quality
2025
Overview
Research suggests that teacher competence, such as professional knowledge, affective-motivational characteristics, and situation-specific skills, are prerequisites for effective teaching. However, few studies have examined the entire theoretically derived relationships in the context of classroom management. This study investigated the relationship between professional knowledge, self-efficacy, situation-specific skills, and instructional quality in the context of classroom management. We surveyed 1,321 students from 82 pre-service teachers in their long-term internship. Contrary to expectations, results from multilevel regression analyses indicated that only classroom management knowledge predicted student rated rule clarity. Situation-specific skills measured with rating items showed unexpected negative associations with student ratings of monitoring and managing momentum. No further significant relationships were found. The findings underline the challenge of translating competence into effective classroom practice and call for further research on contextual influences. (DIPF/Orig.)
Die Forschung legt nahe, dass Lehrkräftekompetenzen wie professionelles Wissen, affektiv-motivationale Merkmale und situationsspezifische Fähigkeiten Voraussetzungen für einen effektiven Unterricht sind. Allerdings haben erst wenige Studien systematisch alle theoretisch angenommenen Zusammenhänge im Kontext der Klassenführung untersucht. Aus diesem Grund wurde in der vorliegenden Studie der Zusammenhang zwischen professionellem Wissen, Selbstwirksamkeit, situationsspezifischen Fähigkeiten sowie der schüler*inneneingeschätzten Unterrichtsqualität im Kontext von Klassenführung erforscht. Dafür wurden 1321 Schüler*innen von 82 Lehramtsstudierenden im Rahmen eines Langzeitpraktikums befragt. Entgegen den Erwartungen zeigten die Ergebnisse der Mehrebenenregressionsanalysen, dass nur das Wissen über Klassenführung der Lehramtsstudierenden die von Schüler*innen eingeschätzten Regelklarheit vorhersagen konnten. Situationsspezifische Fähigkeiten, gemessen über Ratingitems, zeigten unerwartete negative Zusammenhänge mit den Klassenführungsfacetten Monitoring und Strukturierung. Weitere signifikante Zusammenhänge wurden nicht gefunden. Die Befunde unterstreichen die Herausforderung, professionelles Wissen und Wahrnehmung in wirksames Unterrichtshandeln zu übersetzen und verdeutlichen den Bedarf an weiterer Forschung zu kontextuellen Einflussfaktoren. (DIPF/Orig.)
