Classroom disruptions and challenging student behaviour present significant challenges, particularly for novice teachers, who often struggle to discern the underlying motives of obvious disruptive behaviour. And yet, in order to react effectively to disruptions and prevent escalation, teachers must be able to interpret critical classroom events in a theory-based manner (“reasoning”). Good reasoning requires not only that the relevant professional knowledge is available, but also that it can be accessed and applied in a situation-specific manner. This study uses a case-based approach to investigate whether tutorials that provide expert commentary on cases in a situation-specific manner and explicitly link core concepts to relevant classroom events can promote novice teachers’ reasoning skills and professional knowledge of dealing with classroom disruptions. This longitudinal study with N = 50 novice teachers found that the intervention group who received expert tutorials improved their reasoning skills and professional knowledge more than the control group did.

Background: Pre-service teachers lack diagnostic competencies to assess typical challenging student behavioral profiles, which serve a function aimed at fulfilling underlying motives and needs. Functional Behavioral Assessment (FBA) provides a framework to understand such behaviors. A function-based tool to FBA that incorporates relevant aspects such as stimuli, organism, reaction and consequences (SORC) can support pre-service teachers in identifying challenging behavioral profiles and their behavior-relevant characteristics. Aims: This study evaluated the effect of a digital SORC-based FBA module on improving pre-service teachers' FBA skills when analyzing challenging behavioral profiles in video cases. Sample: The sample consisted of 308 first-year bachelor's students in education from a German university. Method: In a randomized controlled trial (intervention vs. control), both groups completed five video-case analyses. Chi-squared tests were used for identified challenging behavioral profiles. Mixed ANOVA was used for identified behavior-relevant characteristics. Results: Both groups identified challenging behavioral profiles with comparable accuracy. Participants who completed the digital SORC-based FBA module identified significantly more behavior-relevant characteristics (eta p 2 = .25). Conclusions: While knowledge of classroom management may be sufficient to identify general challenging behavioral profiles, FBA skills are required to assess behavior-relevant characteristics that are critical for implementing function-based interventions. Pre-service teachers' behavioral diagnostic competencies can be promoted with a digital SORC-based FBA module.

German standards for teacher training are systematically compared with five selected international approaches with regard to questions of initiation, operationalization, function, assessment, and links to incentives. In contrast to the international approaches analyzed, German standards for teachertraining are focused more on the functions of school education than on teaching and learning processes. Their development was initiated primarily by the education administration; the profession played only a minor role. Professional standards for teachers in Germany have so far only been implemented for educational sciences and have not been linked to valid assessment, incentives, or career paths. Perspectives for a revision of the German standards are outlined.

Der Erste Senat des Bundesverfassungsgerichts (BVerfG) hat am 19.11.2021 anlässlich der Klagen gegen die Schulschließungen während der Pandemiezeit unter dem Titel „Bundesnotbremse II (Schulschließungen)“ einen Beschluss gefasst. Darin heißt es: „Der verfassungsrechtliche Bildungsauftrag wird aber jedenfalls dann verfehlt, wenn der für die Persönlichkeitsentwicklung der Schülerinnen und Schüler unverzichtbare Mindeststandard schulischer Bildung unterschritten ist“ (BVerfG, 19.11.2021, S. 57, RdNr. 169). Die Herausgebenden dieses Beihefts haben über Inhalte und mögliche Folgen dieses Beschlusses für Pädagogik, Bildungsforschung und Bildungspolitik mit Hans-Peter Füssel, Heinz-Elmar Tenorth und Felicitas Thiel ein „Streitgespräch“ geführt. Prof. Dr. jur. Hans-Peter Füssel ist Experte für deutsches und internationales Bildungsrecht und war lange Jahre u.a. Herausgeber der Zeitschrift Recht der Jugend und des Bildungswesens. Prof. Dr. Heinz-Elmar Tenorth ist historischer Bildungsforscher. Er war lange Jahre Herausgeber der Zeitschrift für Pädagogik und hat 2022 den Beschluss des BVerfG in seinem Beitrag „Das Grundrecht auf schulische Bildung – ein leeres Versprechen?“ (Recht der Jugend und des Bildungswesens, 70, 29–46) analysiert. Prof. Dr. Felicitas Thiel ist Professorin für Schulpädagogik und Schulentwicklungsforschung an der Freien Universität Berlin und Co-Vorsitzende der Ständigen Wissenschaftlichen Kommission der Kultusministerkonferenz (SWK). Das Gespräch für die Herausgebenden des Beihefts führte Hans Anand Pant.

Die deutschen Standards für die Lehrkräftebildung werden mit fünf ausgewählten internationalen Ansätzen systematisch hinsichtlich Fragen der Initiierung, der Operationalisierung, der Funktion, des Assessments sowie der Verknüpfung mit Anreizen verglichen. Im Unterschied zu den analysierten internationalen Ansätzen sind die deutschen Standards für die Lehrkräftebildung eher auf Funktionen schulischer Bildung als auf Lehr-Lernprozesse ausgerichtet. Ihre Entwicklung wurde vor allem von der Bildungsadministration initiiert; die Profession spielte nur eine nachrangige Rolle. Professionelle Standards für Lehrkräfte sind in Deutschland bislang nur für die Bildungswissenschaften implementiert und nicht mit einem validen Assessment sowie mit Anreizen oder Karrierewegen verknüpft worden. Abschließend werden Perspektiven für eine Überarbeitung der deutschen Standards skizziert.

Unterrichtsqualität wird als das "stabile Muster von Instruktionsverhalten" definiert, "das als Ganzes oder durch einzelne Komponenten die substantielle Vorhersage und/oder Erklärung von Schulleistung erlaubt" (Weinert, Schrader & Helmke 1989: 899; übersetzt: Clausen 2002: 15).

This paper presents a new questionnaire to assess the quality of collaborative learning processes in schools or universities from the learners' perspective. Based on previous research, the questionnaire measures collaborative learning processes along the dimensions of groups' cognitive, metacognitive, and relational activities. The questionnaire was piloted using a sample of secondary school students and was then validated in undergraduate courses (N = 333 students nested in 114 groups). The quality of the collaborative learning setting was assessed in terms of the aforementioned dimensions. Furthermore, the self-reported learning gains, the satisfaction and the group members' ability for perspective-taking were captured to test construct and criterion validity. Multilevel factor analysis was conducted. At the individual level, the dimensions can be empirically separated, while at the group level some factor correlations are high. In addition, the dimensions are associated with perspective-taking ability, learning gains, and overall satisfaction indicating construct and criterion validity. In conclusion, limitations and practical implications are emphasized.

Collaborative online learning became a necessity for universities during the COVID-19 pandemic. Even though it is known from research that online collaboration is an effective way of learning, digital interaction can be challenging for learners. Group members have to create a high-quality interaction to ensure the success of the collaborative learning process. Based on a theoretical model of collaborative learning, high-quality interaction can be determined with regard to cognitive group activities (prior knowledge activation, transactivity), meta-cognitive group activities (organization of the work process), and relational group activities (group climate, participation and task-related communication). Our study aims to examine how students manage a self-directed collaborative learning setting, how they perceive the process quality of digital interaction and how the interaction quality is related to self-reported outcomes (learning gain and satisfaction). We use a newly developed questionnaire to assess the quality of digital interaction in terms of the aforementioned dimensions. Furthermore, we focus on associations with the beliefs about web-based learning and the ability of perspective-taking at the individual level as well as the sense of community at the group level. We conducted a quantitative study within online university courses that were implemented asynchronously due to the COVID-19 pandemic. N = 298 undergraduate students in teacher education rated the quality of a digital collaborative learning settings (response rate of 72%). The students worked on collaborative tasks autonomously without any guidance from the teacher. We find differences between (meta-)cognitive and relational factors of interaction quality, and differences in the strength of the associations with outcomes and individual and group-related factors. Our study provides insights into students´ collaborative online learning and examines the relationships between different dimensions of group interaction quality and the input and outcome variables. Limitations and areas for further research are discussed.

Zusammenfassung: Im vorliegenden Beitrag wird ein standardisierter Fragebogen zur Erfassung kooperativer Lernprozesse in (Hoch-)Schulen präsentiert, der unter Bezugnahme auf bisherige Erkenntnisse gruppenbezogene Lernprozesse in der Selbsteinschätzung von Lernern multidimensional abbildet. Die Prozesse wurden im Hinblick auf kognitive, metakognitive und sozial-relationale Gruppenaktivitäten erfasst. Nach Pilotierungsstudien wurde der Fragebogen mit insgesamt 30 Items im Rahmen eines kooperativen Lernsettings in Universitätsseminaren eingesetzt. Die durchgeführte kooperative Lernphase wurde von den Studenten ( N = 333 in 114 Gruppen) entlang der genannten Dimensionen bewertet. Darüber hinaus wurden der Lerngewinn und die Zufriedenheit sowie die Fähigkeit zur Perspektivenübernahme in der Selbsteinschätzung erfasst. Die Ergebnisse der faktorenanalytischen Validierung zeigen, dass auf Individualebene zwischen den unterschiedlichen Dimensionen differenziert werden kann; auf Gruppenebene gelingt dies nur mit Einschränkungen. Dass Zusammenhänge mit der Perspektivenübernahme sowie dem Lernzuwachs und der Zufriedenheit aufgezeigt werden können, verweist auf die weitere Konstrukt- und Kriteriumsvalidität. Dennoch müssen bei der Interpretation einige Limitationen berücksichtigt werden.

BackgroundThe study objective was to develop and validate a questionnaire to capture facilitation activities in PBL by the tutor and the group with reference to a theoretical model of teaching quality.MethodsWe developed 19 items assigned to six factors to evaluate collaborative learning processes in relation to facilitation by the tutor and the student PBL group. We analysed construct and criterion validity in 419 undergraduate medical students in 152 online PBL groups.ResultsConstruct validity was confirmed based on factor dimensionality in line with the theoretical assumptions as well as satisfactory internal reliabilities and intraclass correlation coefficients. Criterion validity was supported by the correlation of a) tutor facilitation activities with the success of group self-facilitation and b) facilitation activities with learning gain and satisfaction in the PBL sessions.DiscussionThe questionnaire provides a more comprehensive understanding of collaborative learning processes in PBL and the interplay between facilitation activities by the tutor and the group.

Zusammenfassung Lehramtsstudierende im ersten Studienjahr verfügen nur über wenig Erfahrungswissen und Handlungskompetenz. Ihnen können daher im Rahmen ihrer ersten Praxisphase häufiger Fehler im Unterricht unterlaufen. Von Bedeutung ist daher, wie die Lehramtsstudierenden Fehler im Unterricht für sich bewerten: als Bedrohung (Misserfolg) oder Lerngelegenheit? In diesem Zusammenhang wird die Lehrkraftselbstwirksamkeit als relevante Coping-Ressource diskutiert. Ziel dieses Beitrags ist es, zu untersuchen, wie sich die Fehlerorientierung von Lehramtsstudierenden während des ersten Studienjahres verändert und welche Rolle die Lehrkraftselbstwirksamkeit dabei spielt. Angenommen wird, dass sich eine lernorientierte Fehlerorientierung entwickelt und sich ein positiver Effekt der Lehrkraftselbstwirksamkeit darauf zeigt. Die Lehramtsstudierenden wurden per Paper-Pencil zu Beginn des Bachelorstudiums (T1; N = 676) und am Ende des zweiten Fachsemesters (T2; N = 465) – nach einer vierwöchigen Praxisphase – befragt. Die Ergebnisse der Latent Change Analysen zeigten einen signifikanten Anstieg der lernorientierten Bewertung von Fehlern im Unterricht. Erwartungskonform war die Zunahme bei den Lehramtsstudierenden unterschiedlich stark ausgeprägt. Die Lehrkraftselbstwirksamkeit hatte hingegen erwartungswidrig einen signifikant negativen Effekt auf die Veränderung der lernorientierten Bewertung von Fehlern.

We designed a video-based intervention to prepare preservice teachers to deal with classroom disruptions. Using tandem cases, we produced staged videos showing a functional scenario, in which a teacher deals effectively with disruptive behaviour, and a dysfunctional scenario, in which a teacher's behaviour leads to the escalation and spread of the disruption. We addressed two research questions. The first was whether video-based learning arrangements helped preservice teachers to develop three facets of professional vision: noticing critical incidents leading to disruptions, theoretical reflection on these incidents, and the development of appropriate strategies to deal with disruptions. The second was whether functional and dysfunctional video scenarios had different effects on knowledge acquisition, self-efficacy, noticing, reasoning, and the generation of strategies. We used a video test, a multiple-choice test, and a self-efficacy questionnaire to measure the effects in a pre-post design. Our findings show that both groups benefit from the video-based learning arrangements. Differential effects were only found for knowledge acquisition and (not significant) for reasoning.

Establishing a well-organized classroom conducive to learning is a key element of high-quality teaching. However, less is known about the degree to which the classroom management process is affected by the specific students in the classroom. Using two large-scale datasets of German secondary school students, the present two studies examined the effectiveness of teachers' classroom management in mathematics while taking into account students' disruptive behavior in the classroom. When controlling for the average level of disruptions in the classroom, both students' disruptive behavior and teachers' monitoring activity were negatively associated with students' mathematics achievement, whereas no associations occurred for teachers' structure and rule clarity. The results suggest that teachers' monitoring activity needs to take into account students' disruptive behavior in the classroom, highlighting the complexity of effective classroom management.

Video-based teacher training has become an important component of teacher education. A special form of instructional videos is scripted videos, also known as staged videos. They can be used to accomplish several didactic objectives and visualise problematic situations, such as severe classroom disruptions caused by specific behavioural motives, which are very difficult to videotape in a real classroom. However, reservations exist due to limited authenticity, and thus content validity of staged videos. This paper describes the process of a theory-led script development as the key role for authentic and valid scripts. Therefore, we refine four crucial criteria, relevant, engaging, challenging, and realistic, for staged videos dealing with classroom disruptions. We show the content–validation process with reference to the applied theory-led criteria. A key output of this study is a manual for the development of scripted videos which will be perceived as authentic, and which reach the intended cognitive demands. An expert validation and two evaluative studies with data from 274 and 70 preservice teachers confirm the success of the final products.

Feedback from school leaders often is of low quality and not always effective. Because school leaders spend only limited time on instructional leadership activities, an intervention was developed to assist them in efficiently providing high-quality feedback to teachers. The effectiveness of the intervention was evaluated within a quasi-experimental study. N = 11 school leaders were trained in conducting classroom observations and providing feedback. School leaders observed teachers of the intervention group (N = 26) and provided feedback with regard to 14 teaching characteristics. N = 27 teachers served as a control group. It is examined whether the intervention leads to improvements in teaching quality perceived by students. Multilevel regression analyses were conducted. For three of the 14 teaching characteristics, intervention group students (N = 518) rated changes in teaching quality significantly better than control group students (N = 551). The results provide first evidence for the effectiveness of the intervention.

ZusammenfassungDienstliche Beurteilung sind im öffentlichen Dienst ein zentrales Instrument der Beförderung und Personalentwicklung. Zunächst werden die Rahmenbedingungen für die dienstliche Beurteilung im öffentlichen Dienst der Bundesrepublik Deutschland dargestellt. Im Anschluss erfolgt die Analyse der Regelungen zur dienstlichen Beurteilung von Lehrkräften im Ländervergleich. Besonderes Gewicht wird auf die Beurteilung der fachlichen Leistung gelegt.Die Analyse zeigt, dass sich die Operationalisierung der Indikatoren für die dienstliche Beurteilung nur teilweise an den Standards für die Lehrkräftebildung orientiert. Was die Beurteilung des Unterrichts betrifft, fehlt vielfach eine Bezugnahme auf die Befunde der Unterrichtsforschung. Außerdem differieren die Indikatoren stark zwischen den Ländern.