Pub Date : 2025-01-01Epub Date: 2025-11-10DOI: 10.1007/s11618-025-01358-4
Matthias Baumgartner, Clemens Berthold, Eric Jeisy
This intervention study, based on the competence model developed by Blömeke et al. (2015) and using classroom management (CM) in physical education (PE) as an example, investigates the effects of three developmental components. Specifically, it investigates how the following components influence the CM-related performance development of pre-service teachers in primary schools (PSTs): (1) improvement of CM-related knowledge, (2) enhancement of CM-related perception, interpretation, and decision-making skills (PID), and (3) implementation of CM-related quality criteria within one's own teaching practice. Four interventions were carried out in which all three CM-related competence facets (knowledge, PID, and performance) were measured before and after the respective interventions. One intervention group (IG1 ) participated solely in an internship. Targeted interventions were developed for IGs2-4, creating cumulative interventions, whereby a further development component was integrated into the next higher intervention stage in addition to the internship. The results indicate that a general internship (IG1 ) had no impact on the performance development of the PSTs. In IG2, targeted interventions led to a significant advancement in knowledge, and in IG3, both knowledge and PID improved significantly, but this had no influence on the performance development. Only in IG4 was a significant progression of performance observed. The results indicate that improvements in CM-related knowledge and CM-related PID alone do not lead to an enhancement in CM-related performance. Instead, progress in CM-related performance is achieved through teaching and learning arrangements that incorporate additionally the components of coaching, video-based feedback, self-reflection, and training.
{"title":"The effectiveness of cumulative interventions on the classroom management-related performance of pre-service teachers in physical education: improvement of knowledge and situation-specific skills alone is not sufficient.","authors":"Matthias Baumgartner, Clemens Berthold, Eric Jeisy","doi":"10.1007/s11618-025-01358-4","DOIUrl":"https://doi.org/10.1007/s11618-025-01358-4","url":null,"abstract":"<p><p>This intervention study, based on the competence model developed by Blömeke et al. (2015) and using classroom management (CM) in physical education (PE) as an example, investigates the effects of three developmental components. Specifically, it investigates how the following components influence the CM-related performance development of pre-service teachers in primary schools (PSTs): (1) improvement of CM-related knowledge, (2) enhancement of CM-related perception, interpretation, and decision-making skills (PID), and (3) implementation of CM-related quality criteria within one's own teaching practice. Four interventions were carried out in which all three CM-related competence facets (knowledge, PID, and performance) were measured before and after the respective interventions. One intervention group (<i>IG</i> <sub><i>1</i></sub> ) participated solely in an internship. Targeted interventions were developed for IGs<sub>2-4</sub>, creating cumulative interventions, whereby a further development component was integrated into the next higher intervention stage in addition to the internship. The results indicate that a general internship (<i>IG</i> <sub><i>1</i></sub> ) had no impact on the performance development of the PSTs. In IG<sub>2</sub>, targeted interventions led to a significant advancement in knowledge, and in IG<sub>3</sub>, both knowledge and PID improved significantly, but this had no influence on the performance development. Only in IG<sub>4</sub> was a significant progression of performance observed. The results indicate that improvements in CM-related knowledge and CM-related PID alone do not lead to an enhancement in CM-related performance. Instead, progress in CM-related performance is achieved through teaching and learning arrangements that incorporate additionally the components of coaching, video-based feedback, self-reflection, and training.</p>","PeriodicalId":47011,"journal":{"name":"Zeitschrift Fur Erziehungswissenschaft","volume":"28 6","pages":"1477-1500"},"PeriodicalIF":1.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12705722/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145776141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-07DOI: 10.1007/s11618-023-01192-6
Bettina Fritzsche, Stephanie Warkentin
{"title":"Processes of subjectification of newly immigrated youth in the context of school transition—potentials of an approach based on methodological pluralism","authors":"Bettina Fritzsche, Stephanie Warkentin","doi":"10.1007/s11618-023-01192-6","DOIUrl":"https://doi.org/10.1007/s11618-023-01192-6","url":null,"abstract":"","PeriodicalId":47011,"journal":{"name":"Zeitschrift Fur Erziehungswissenschaft","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45219101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-04DOI: 10.1007/s11618-023-01189-1
Judith Schellenbach-Zell, Anne Molitor, Marcus Kindlinger, Kati Trempler, Ulrike Hartmann
{"title":"Wie gelingt die Anregung von Reflexion über pädagogische Situationen unter Nutzung bildungswissenschaftlicher Wissensbestände? Die Bedeutung von Prompts und Feedback","authors":"Judith Schellenbach-Zell, Anne Molitor, Marcus Kindlinger, Kati Trempler, Ulrike Hartmann","doi":"10.1007/s11618-023-01189-1","DOIUrl":"https://doi.org/10.1007/s11618-023-01189-1","url":null,"abstract":"","PeriodicalId":47011,"journal":{"name":"Zeitschrift Fur Erziehungswissenschaft","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48300052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-04DOI: 10.1007/s11618-023-01190-8
Isabell Hußner, Rebecca Lazarides, Wendy Symes, Eric Richter, Andrea Westphal
{"title":"Reflect on your teaching experience: systematic reflection of teaching behaviour and changes in student teachers’ self-efficacy for reflection","authors":"Isabell Hußner, Rebecca Lazarides, Wendy Symes, Eric Richter, Andrea Westphal","doi":"10.1007/s11618-023-01190-8","DOIUrl":"https://doi.org/10.1007/s11618-023-01190-8","url":null,"abstract":"","PeriodicalId":47011,"journal":{"name":"Zeitschrift Fur Erziehungswissenschaft","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42871226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-04DOI: 10.1007/s11618-023-01182-8
Andreas B. Neubauer, F. Schmiedek
{"title":"Approaching academic adjustment on multiple time scales","authors":"Andreas B. Neubauer, F. Schmiedek","doi":"10.1007/s11618-023-01182-8","DOIUrl":"https://doi.org/10.1007/s11618-023-01182-8","url":null,"abstract":"","PeriodicalId":47011,"journal":{"name":"Zeitschrift Fur Erziehungswissenschaft","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45170571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Zur Bedeutsamkeit der Unterrichtsqualität für die Entwicklung von Rechtschreibkompetenzen in der Grundschule","authors":"Jessica Jaeuthe, Jenny Lenkeit, Stefanie Bosse, Nadine Spörer","doi":"10.1007/s11618-023-01188-2","DOIUrl":"https://doi.org/10.1007/s11618-023-01188-2","url":null,"abstract":"","PeriodicalId":47011,"journal":{"name":"Zeitschrift Fur Erziehungswissenschaft","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46685776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1007/s11618-023-01185-5
Luise von Keyserlingk, Julia Moeller, Jutta Heckhausen, J. Eccles, Richard Arum
{"title":"Adjusting to college—Do ability beliefs and confidence in getting support matter for performance and mental health?","authors":"Luise von Keyserlingk, Julia Moeller, Jutta Heckhausen, J. Eccles, Richard Arum","doi":"10.1007/s11618-023-01185-5","DOIUrl":"https://doi.org/10.1007/s11618-023-01185-5","url":null,"abstract":"","PeriodicalId":47011,"journal":{"name":"Zeitschrift Fur Erziehungswissenschaft","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45542099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-31DOI: 10.1007/s11618-023-01183-7
K. Krauskopf, Katharina Fehn-Winterling
{"title":"Kognitive und affektive Facetten strukturierter Unterrichtsreflexion. Eine quasi-experimentelle Studie zu schriftlichen Reflexionen mit und ohne Unterrichtsvideografie","authors":"K. Krauskopf, Katharina Fehn-Winterling","doi":"10.1007/s11618-023-01183-7","DOIUrl":"https://doi.org/10.1007/s11618-023-01183-7","url":null,"abstract":"","PeriodicalId":47011,"journal":{"name":"Zeitschrift Fur Erziehungswissenschaft","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46428939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-31DOI: 10.1007/s11618-023-01179-3
Norman Krause, Sebastian Wachs, L. Bilz, Wilfried Schubarth
{"title":"“An assessment that has to be made in seconds”. A qualitative study on reasons for missing interventions by educational school staff in hate speech among students.","authors":"Norman Krause, Sebastian Wachs, L. Bilz, Wilfried Schubarth","doi":"10.1007/s11618-023-01179-3","DOIUrl":"https://doi.org/10.1007/s11618-023-01179-3","url":null,"abstract":"","PeriodicalId":47011,"journal":{"name":"Zeitschrift Fur Erziehungswissenschaft","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48200008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-30DOI: 10.1007/s11618-023-01180-w
Ellen Kollender
{"title":"(Selbst‑)Bildungsprozesse von und in ‚Migrantenorganisationen‘. Ambivalente Kooperations- und Anerkennungsbedingungen im Kontext von Schule","authors":"Ellen Kollender","doi":"10.1007/s11618-023-01180-w","DOIUrl":"https://doi.org/10.1007/s11618-023-01180-w","url":null,"abstract":"","PeriodicalId":47011,"journal":{"name":"Zeitschrift Fur Erziehungswissenschaft","volume":"1 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41428984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号