Structuring lessons as an aspect of pre-service teachers’ planning competence
A scaling-up analysis
Bibliographic Data
| ID | 21715001 |
|---|---|
| Authors | Matthias Krepf (0000-0002-2038-9303, University of Cologne, corresponding author), Johannes König (0000-0003-3374-9408, University of Cologne) |
| Year | 2022 |
| Volume | 25 |
| Issue | 4 |
| Pages | 917-946 |
| Publication date | 2022-08-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Zeitschrift für Erziehungswissenschaft (JOURNAL) |
| Journal identifiers | ISSN: 1434-663X • E-ISSN: 1862-5215 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11618-022-01125-9 |
| OpenAlex | W4296193649 |
| Language | EN |
| Citations received | 2 |
| References cited | 41 |
Lesson planning is an essential part of teachers’ daily work. In this study, we focus on structuring as an aspect of lesson planning, which generally can be defined as a clear, recognizable organization of instruction into individual phases and segments in which the teacher gradually builds up the complexity of the knowledge to be acquired and ensures a smooth flow of instruction through appropriate sequencing. In a previous study (Krepf and König in press), we conceived structuring as an aspect of lesson planning. To test the validity and reliability of this study’s findings, a scaling-up study was conducted to determine whether structuring as an aspect of planning could be modelled reliably using a different and larger sample. In this study, 310 written lesson plans created by pre-service teachers during induction (172 at T1 [first lesson plan]; 138 at T2 [last lesson plan/state examination]) from North Rhine-Westphalia (NRW) and Berlin derived from the PlanvoLL‐D project (König et al. 2020a, 2020b) comprised the study’s data. The lesson plans were evaluated through content analysis using deductively formed categories. Afterward, the coding was quantified and analyzed using item response theory (IRT) scaling. The results indicated that two subscales could be separated in terms of content: a “contextualization” scale and a “phasing” scale. Furthermore, three explication levels could be distinguished. Measures of lesson structure planning increased during induction significantly with practical relevance. This study contributes to the research on modelling and measuring pre-service teachers’ planning competence
Content analysis · Explication · Linguistics · Mathematics education · Political science · Sociology · Structuring · Computer Science · Educational Assessment and Improvement · Psychology · Social Psychology · Student Assessment and Feedback · Teacher Education and Leadership Studies
The cognitive skill of teaching.
State of the art – teacher effectiveness and professional learning
Teaching Effectiveness Research in the Past Decade
Research on Teacher Preparation
Beyond Dichotomies
Weighted Likelihood Estimation of Ability in Item Response Theory
Stichwort
Research on Teachers’ Pedagogical Thoughts, Judgments, Decisions, and Behavior
Structuring the lesson
General pedagogical knowledge, pedagogical adaptivity in written lesson plans, and instructional practice among preservice teachers
The Equivalence of Weighted Kappa and the Intraclass Correlation Coefficient as Measures of Reliability
Handbuch Lehrerinnen- und Lehrerbildung
Applying the Rasch Model
Describing the Behavior and Documenting the Accomplishments of Expert Teachers
Those Who Understand
Anmerkungen zur Modellierung und Operationalisierung (allgemeindidaktischer) Unterrichtsplanungskompetenz
Observed lesson structure during the first year of secondary education
Teacher Transitions Can Disrupt Time Flow in Classrooms
Sind die bildungswissenschaftlichen Standards für die Lehramtsausbildung in den Curricula der Hochschulen angekommen
Knowledge and Teaching
Expert and Novice Teacher Decision Making
| Citations per year | 0.5 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |