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<p>In order to cope with the reality shock, it is crucial for pre-service teachers to develop a&#xa0;positive teaching self-efficacy and to enhance their reflective competence. For this purpose, a&#xa0;teaching-learning-laboratory-course for masters students was developed and its effectiveness was evaluated in a&#xa0;study using a&#xa0;pre-post design with repeated measurements during the intervention, without a&#xa0;control group. Reflective competence is considered as a&#xa0;continuum and assessed based on the willingness to reflect and the reflection performance. A&#xa0;mixed methods approach was used to investigate whether teaching self-efficacy, reflection willingness and performance develop during the seminar&#xa0;(i), the relationship between reflection willingness and performance&#xa0;(ii), and whether students with higher content-specific teaching self-efficacy reflect more often on subject-specific aspects&#xa0;(iii).</p><p>Reflection willingness and (content-specific) teaching self-efficacy were assessed using an online questionnaire before and after the seminar (<i>N</i> = 73). The assessment of reflection performance was based on the model, which divides three levels of demand (<i>perception of situation, analysis of causes</i> and <i>alternatives for action</i>) into five levels. Four written reflections on video vignettes were analysed from <i>N</i> = 63&#xa0;students. The results show a&#xa0;positive development in teaching self-efficacy as well as in three of the four factors of reflection willingness investigated. During the course the students reached higher levels in <i>the analysis of causes</i> and <i>action alternatives</i>. There is no change in the reached level of <i>perception of the situation</i>. In addition, the percentage of <i>action alternatives</i> increases at the expense of <i>perception of the situation</i>&#xa0;(i). The triangulation of the datasets reveals that the factors of reflection willingness exhibit at most a&#xa0;minimal relationship with the observed reflection performance&#xa0;(ii). Students with lower content-related teaching self-efficacy reflect subject-specific aspects significantly less often&#xa0;(iii).</p>

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Entwicklung und Zusammenhang von Reflexionskompetenz und Selbstwirksamkeitserwartung im Lehr-Lern-Labor-Seminar

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  • 出版模式：

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  • 发表日期：

    2025年7月10日

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  • Maximilian Haberbosch,
  • Sonja Schaal,
  • Vanessa Prandzioch,
  • Steffen Schaal

摘要

In order to cope with the reality shock, it is crucial for pre-service teachers to develop a positive teaching self-efficacy and to enhance their reflective competence. For this purpose, a teaching-learning-laboratory-course for masters students was developed and its effectiveness was evaluated in a study using a pre-post design with repeated measurements during the intervention, without a control group. Reflective competence is considered as a continuum and assessed based on the willingness to reflect and the reflection performance. A mixed methods approach was used to investigate whether teaching self-efficacy, reflection willingness and performance develop during the seminar (i), the relationship between reflection willingness and performance (ii), and whether students with higher content-specific teaching self-efficacy reflect more often on subject-specific aspects (iii).

Reflection willingness and (content-specific) teaching self-efficacy were assessed using an online questionnaire before and after the seminar (N = 73). The assessment of reflection performance was based on the model, which divides three levels of demand (perception of situation, analysis of causes and alternatives for action) into five levels. Four written reflections on video vignettes were analysed from N = 63 students. The results show a positive development in teaching self-efficacy as well as in three of the four factors of reflection willingness investigated. During the course the students reached higher levels in the analysis of causes and action alternatives. There is no change in the reached level of perception of the situation. In addition, the percentage of action alternatives increases at the expense of perception of the situation (i). The triangulation of the datasets reveals that the factors of reflection willingness exhibit at most a minimal relationship with the observed reflection performance (ii). Students with lower content-related teaching self-efficacy reflect subject-specific aspects significantly less often (iii).