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https://doi.org/10.48548/pubdata-1425
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| Element | Wert |
|---|---|
| Ressourcentyp | Zeitschriftenartikel |
| Titel | Performance-oriented measurement of teachers’ competence in linguistically responsive teaching, relevant learning opportunities and beliefs |
| DOI | 10.48548/pubdata-1425 |
| Handle | 20.500.14123/1494 |
| Autor*in | Lemmrich, Svenja  0000-0003-2196-1962Ehmke, Timo 0000-0001-9572-2185 |
| Abstract | This study conducted a quantitative study analysis of teacher competence in linguistically responsive teaching (LRT). To assess performance-oriented competence, we used a test instrument with video vignettes and corresponding items based on situation-specific skills perception (What do you perceive?) and decision-making (How would you act if you were teacher in this situation?). Participants were required to respond orally. The research questions focused on LRT competence and the connection between (pre-service and in-service) teachers’ LRT competence and individual characteristics (subjects of study and LRT-relevant teaching experience), LRT-relevant learning opportunities, and beliefs about multilingualism in school and teaching. We found that experienced teachers and those who studied English as a foreign language had higher test scores, and participants with positive beliefs were more likely to perform better on the test. Positive beliefs appear to play a fundamental role in teachers’ identities as linguistically responsive professionals. Also, findings indicate a valid innovative performance-oriented LRT measurement. We suggest a learning environment should be implemented with opportunities to reflect on (pre-service) teachers’ beliefs and creating sufficient space for reflecting on experiences, as professionalization succeeds with self-reflection to raise awareness of blind spots. Future research should focus on the relation of teachers’ actual classroom performance and situation-specific skills. Furthermore, LRT-relevant learning opportunities should be evaluated in detail to learn more about teacher professionalization in this field. |
| Sprache | Englisch |
| Schlagwörter | Decision Making; Teacher; Teacher Education; Teaching |
| Jahr der Veröffentlichung in PubData | 2024 |
| Art der Veröffentlichung | Zweitveröffentlichung |
| Publikationsversion | Veröffentlichte Version |
| Datum der Erstveröffentlichung | 2024-05-27 |
| Entstehungskontext | Forschung |
| Fakultät / Abteilung | Fakultät Bildung |
| Anmerkungen | This publication was funded by the German Research Foundation (DFG). |
| Verfügbar ab / seit | 2024-11-07T11:12:31Z |
| Archivierende Einrichtung | Medien- und Informationszentrum (Leuphana Universität Lüneburg  02w2y2t16) |
| Veröffentlicht durch | Medien- und Informationszentrum, Leuphana Universität Lüneburg |
Informationen zur Erstveröffentlichung
| Element | Wert |
|---|---|
| Ressourcentyp | Zeitschrift |
| Titel des Ressourcentyps | Cogent Education |
| Identifier | DOI: 10.1080/2331186X.2024.2352267 |
| Publikationsjahr | 2024 |
| Band | 11 |
| Heft | 1 |
| Nummer | 2352267 |
| Nummerntyp | Artikel |
| Verlag / Anbieter | Taylor & Francis |
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| Datei | Beschreibung | Größe | Format | |
|---|---|---|---|---|
Lemmrich_Performance-oriented_measurement_of_teachers_competence.pdf Lizenz: 
open-access | 970.51 kB | Adobe PDF | Öffnen/Anzeigen |
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