Comparing the teaching quality of alternatively certified teachers and traditionally certified teachers: findings from a large-scale study

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Assessment Evaluation and Accountability Pub Date : 2024-01-12 DOI:10.1007/s11092-023-09426-1

Christin Lucksnat, Eric Richter, Sofie Henschel, Lars Hoffmann, Stefan Schipolowski, Dirk Richter

引用次数: 0

Abstract

The present study investigates whether alternatively and traditionally certified teachers differ in their teaching quality. We conducted doubly latent multilevel analysis using a large-scale dataset with student ratings on the quality of instruction provided by 1550 traditionally and 135 alternatively certified secondary school mathematics teachers in Germany. Findings show no evidence of differences in teaching quality between alternatively and traditionally certified teachers. Independent of the type of certification, novice teachers scored lower on classroom management than experienced teachers. Findings suggest that beginning teachers—whether alternatively or traditionally certified—need to be better prepared for classroom management before starting to teach.

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比较另类认证教师和传统认证教师的教学质量：一项大规模研究的结果

本研究调查了获得替代认证的教师和获得传统认证的教师在教学质量上是否存在差异。我们利用大规模数据集对德国 1550 名获得传统认证的中学数学教师和 135 名获得替代认证的中学数学教师的教学质量进行了双重潜在多层次分析。研究结果表明，没有证据表明另类认证教师和传统认证教师的教学质量存在差异。与认证类型无关，新手教师在课堂管理方面的得分低于经验丰富的教师。研究结果表明，初任教师--不论是通过另类认证还是传统认证--在开始教学之前都需要在课堂管理方面做好更充分的准备。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Assessment Evaluation and Accountability EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.40

自引率

2.60%

发文量

期刊介绍： The main objective of this international journal is to advance knowledge and dissemination of research on and about assessment, evaluation and accountability of all kinds and on various levels as well as in all fields of education. The journal provides readers with an understanding of the rich contextual nature of evaluation, assessment and accountability in education. The journal is theory-oriented and methodology-based and seeks to connect research, policy making and practice. The journal publishes outstanding empirical works, peer-reviewed by eminent scholars around the world.Aims and Scope in more detail: The main objective of this international journal is to advance knowledge and dissemination of research on and about evaluation, assessment and accountability: - of all kinds (e.g. person, programme, organisation), - on various levels (state, regional, local), - in all fields of education (primary, secondary, higher education/tertiary, as well as non-school sector) and across all different life phases (e.g. adult education/andragogy/Human Resource Management/professional development).The journal provides readers with an understanding of the rich contextual nature of evaluation, assessment and accountability in education. The journal is theory-oriented and methodology-based and seeks to connect research, policy making and practice. Therefore, the journal explores and discusses: - theories of evaluation, assessment and accountability, - function, role, aims and purpose of evaluation, assessment and accountability, - impact of evaluation, assessment and accountability, - methodology, design and methods of evaluation, assessment and accountability, - principles, standards and quality of evaluation, assessment and accountability, - issues of planning, coordinating, conducting, reporting of evaluation, assessment and accountability.The journal also covers the quality of different instruments or procedures or approaches which are used for evaluation, assessment and accountability.The journal only includes research findings from evaluation, assessment and accountability, if the design or approach of it is meta-reflected in the article.The journal publishes outstanding empirical works, peer-reviewed by eminent scholars around the world.