Neuer Aufsatz zur Förderung spezifischer Kompetenz von Lehrpersonen zur Initiierung und Begleitung dialogischen Lehrens und Lernens angenommen

Titel: How to Promote Dialogic Teaching During a Field Experience: A Quasi-Experimental Study of Preservice Teachers’ Perceptions of Video- and Simulation-based Learning

In: Pensamiento Educativo. Revista de Investigación Educacional Latinoamérica (PEL)

Teacher education programs face the issue of how to support preservice teachers in developing teaching skills that link theory and practice. The core practices approach offers a relevant alternative, including the definition of focal teaching practices and pedagogies of practice to promote them. This includes the use of approximations, through which preservice teachers can try out practices in low-stakes settings. These pedagogies are usually time intensive and can require substantive course restructuring. This raises the question of whether teaching simulations can be productively used in less intensive settings, and how these are perceived by students.

Study context: we present the results of a quasi-experimental study conducted with preservice secondary teachers in Germany. We assess a novel teaching simulation and compare it with an established video-based analysis learning setting. Both conditions were implemented as part of a university-based seminar accompanying a five-month field experience focused on fostering productive classroom dialogue.

Research aims and methods: The aim was to assess the new simulation where a preservice teacher was meant to practice conducting productive classroom dialogue, which was videoed and then analyzed collectively (n=180 students). We compared this setting with a video-based analysis of classroom dialogue (n=100 students). Our research questions focus on students’ learning perceptions and self-efficacy perceptions around dialogic teaching, which we addressed using pre-post surveys.

Main findings: Preservice teachers in the simulation condition had significantly more positive perceptions of the learning setting, including reported knowledge gains and intention to apply. Meanwhile, both groups had equally high levels of self-efficacy regarding classroom dialogue from pre-to posttest with no significant interaction effect in favor of the IG.

Conclusions and implications: the new intervention setting yielded better student satisfaction than the video-based analysis condition, thus supporting the implementation of the simulation condition. We discuss the results with regard to previous research on learning to teach in a teaching practicum as well as the lack of changes in self-efficacy considering limitations and aspects for further research.