Please use this identifier to cite or link to this item:
https://doi.org/10.48548/pubdata-1425
| Resource type | Journal Article |
| Title(s) | 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 |
| Creator | 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. |
| Language | English |
| Keywords | Decision Making; Teacher; Teacher Education; Teaching |
| Year of publication in PubData | 2024 |
| Publishing type | Parallel publication |
| Publication version | Published version |
| Date issued | 2024-05-27 |
| Creation context | Research |
| Notes | This publication was funded by the German Research Foundation (DFG). |
| Published by | Medien- und Informationszentrum, Leuphana Universität Lüneburg |
| Related resources |
Information regarding first publication
| Field | Value |
|---|---|
| Resource type | Journal |
| Title of the resource type | Cogent Education |
| Identifier | DOI: 10.1080/2331186X.2024.2352267 |
| Publication year | 2024 |
| Volume | 11 |
| Issue | 1 |
| Number | 2352267 |
| Number type | Article |
| Publisher | Taylor & Francis |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
Lemmrich_Performance-oriented_measurement_of_teachers_competence.pdf License: 
open-access | 970.51 kB | Adobe PDF | View/Open |
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