Abstract
This chapter introduces a conception of teachers’ ethos as a system of professional values, norms, and goals. Applying this perspective, we investigated preservice teachers’ endorsement of educational goals and their attribution of goals to school versus family in a four-wave panel study across the bachelor’s degree phase of initial teacher education. Specifically, we analyzed (1) how preservice teachers differentially endorsed social, intellectual, and conventional goals, and how this developed over time; (2) whether typical profiles of goal preferences were distinguishable; and (3) how educational goal endorsement could be predicted by socio-demographic, profession-related, and psychological background variables. The results revealed an overall rank order of social > conventional > intellectual goals that was stable over time. Preservice teachers attributed social goals more strongly to family; they attributed intellectual and conventional goals to school. Moreover, we identified three latent classes of goal commitment that changed in size across measurement occasions. We also found small to medium relationships between educational goal preferences regarding socio-demographic background, constructive and transmissive beliefs about teaching, pedagogical and subject-related interests, self-efficacy, and big five personality traits.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
This is only a seeming contradiction with the mentioned shift toward intellectual/autonomy goals on the population level. Even when individuals maintain their personal goal preferences, population change can occur over time through a cohort effect (Menard, 2002).
- 2.
Equivalent to the sample of the COACTIV study (Baumert et al., 2013).
- 3.
Unless stated otherwise, all scales used in this study used a 4-point answer format.
- 4.
Latent transition models would have been optimal, but did not converge, probably due to the complexity of the present data.
References
Anderson, D. B., Anderson, A. L. H., Mehrens, W., & Prawat, R. S. (1990). Stability of educational goal orientations held by teachers. Teaching and Teacher Education, 6, 327–335. https://doi.org/10.1016/0742-051X(90)90025-Z
Bauer, J. (2008). Learning from errors at work. Studies on nurses’ engagement in error related learning activities [Doctoral Dissertation, University of Regensburg]. http://www.opus-bayern.de/uni-regensburg/volltexte/2008/990
Bauer, J. (2016). Professionsbezogene Lern- und Entwicklungsprozesse. Zeitschrift für Berufs- und Wirtschaftspädagogik, 112, 482–500.
Bauer, J., & Mulder, R. H. (2013). Engagement in learning after errors at work: Enabling conditions and types of engagement. Journal of Education and Work, 26, 99–119. https://doi.org/10.1080/13639080.2011.573776
Bauer, J., & Prenzel, M. (2013 August). Approaches to investigate teachers’ ethos in large scale studies: Exemplary findings on teachers’ educational goals. Paper presented at the 15th biennial conference of the European Association for Research on Learning and Instruction (EARLI), Munich, Germany.
Bauer, J., Drechsel, B., Retelsdorf, J., Sporer, T., Rösler, L., Prenzel, M., & Möller, J. (2010). Panel zum Lehramtsstudium – PaLea: Entwicklungsverläufe zukünftiger Lehrkräfte im Kontext der Reform der Lehrerbildung. Beiträge zur Hochschulforschung, 32, 34–55. www.bzh.bayern.de/uploads/media/2-2010-bauer-et-al.pdf
Bauer, J., Gartmeier, M., Wiesbeck, A. B., Moeller, G. E., Karsten, G., Fischer, M. R., & Prenzel, M. (2018). Differential learning gains in professional conversation training: A latent profile analysis of competence acquisition in teacher-parent and physician-patient communication. Learning and Individual Differences, 61, 1–10. https://doi.org/10.1016/j.lindif.2017.11.002
Baumert, J., & Kunter, M. (2013). The COACTIV model of teachers’ professional competence. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss, & M. Neubrand (Eds.), Cognitive activation in the mathematics classroom and professional competence of teachers: Results from the COACTIV project (pp. 25–48). Springer. https://doi.org/10.1007/978-1-4614-5149-5_2
Baumert, J., Blum, W., Brunner, M., Dubberke, T., Jordan, A., Klusmann, U., et al. (2009). Professionswissen von Lehrkräften, kognitiv aktivierender Mathematikunterricht und die Entwicklung von mathematischer Kompetenz (COACTIV): Dokumentation der Erhebungsinstrumente (Materialien aus der Bildungsforschnung No. 83). Berlin: MPI für Bildungsforschung. http://hdl.handle.net/11858/00-001M-0000-0028-662F-3
Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., et al. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–180. https://doi.org/10.3102/2F0002831209345157
Baumert, J., Kunter, M., Blum, W., Klusmann, U., Krauss, S., & Neubrand, M. (2013). Professional competence of teachers, cognitively activating instruction, and the development of students’ mathematical literacy (COACTIV). In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss, & M. Neubrand (Eds.), Cognitive activation in the mathematics classroom and professional competence of teachers: Results from the COACTIV project (pp. 1–21). Boston, MA, Springer. https://doi.org/10.1007/978-1-4614-5149-5_1
Blömeke, S., Müller, C., & Felbrich, A. (2007). Empirische Erfassung des professionellen Ethos von zukünftigen Lehrpersonen. Beiträge zur Lehrerinnen- und Lehrerbildung, 25, 86–97. urn:nbn:de:0111-pedocs-136379.
Brezinka, W. (1972). Was sind Erziehungsziele? Zur logischen Analyse eines pädagogischen Grundbegriffs. Zeitschrift für Pädagogik, 18, 497–550.
Bromme, R. (2001). Teacher expertise. In J. J. Smelser & P. B. Baltes (Eds.), International encyclopedia of the social & behavioral sciences (pp. 15459–15465). Pergamon.
Brown, T. A. (2015). Confirmatory factor analysis for applied research. Guilford.
Collins, L. M., & Lanza, S. T. (2010). Latent class and latent transition analysis. Wiley.
Dewey, J. (1916). Democracy and education. Macmillan.
Drahmann, M., Cramer, C., & Merk, S. (2018). Wertorientierungen und Werterziehung von Lehrerinnen und Lehrern in Deutschland. Obtained 30 July, 2019, from https://www.researchgate.net/publication/328838643
Enders, C. K. (2010). Applied missing data analysis. Guilford Press.
Fuhrer, U. (2009). Lehrbuch Erziehungspsychologie (2nd ed.). Huber.
Ganzeboom, H. B. G., De Graaf, P. M., & Treiman, D. J. (1992). A standard international socio-economic index of occupational status. Social Science Research, 21, 1–56. https://doi.org/10.1016/0049-089X(92)90017-B
Häder, M. (1998). Erziehungsziele 1992–1996. In H. Meulemann (Ed.), Werte und nationale Identität im vereinten Deutschland: Erklärungsansätze der Umfrageforschung (pp. 197–212). VS-Verlag.
Hagstotz, W., Kirschner, H.-P., Porst, R., & Prüfer, P. (1983). Methodenbericht: Allgemeine Bevölkerungsumfrage der Sozialwissenschaften – Allbus 1982 (ZUMA research report 1982/21). Mannheim: ZUMA. https://dbk.gesis.org/dbksearch/file.asp?file=ZA1160_mb.pdf
Harder, P. (2014). Werthaltungen und Ethos von Lehrern. University of Bamberg Press.
Heller, K. A., & Perleth, C. (2000). Kognitiver Fähigkeitstest für 4.-12. Klassen, Revision. Hogrefe.
Herzberg, P. Y., & Brähler, E. (2006). Assessing the big-five personality domains via short forms: A cautionary note and a proposal. European Journal of Psychological Assessment, 22, 139–148. https://doi.org/10.1027/1015-5759.22.3.139
Huinink, J., Brüderl, J., Nauck, B., Walper, S., Castiglioni, L., & Feldhaus, M. (2011). Panel analysis of intimate relationships and family dynamics (pairfam): Conceptual framework and design. Zeitschrift für Familienforschung/Journal of Family Research, 23, 77–101. https://www.budrich-journals.de/index.php/zff/article/download/5041/4198
Kauper, T., Retelsdorf, J., Bauer, J., Rösler, L., Möller, J., & Prenzel, M. (2012). PaLea - Panel zum Lehramtsstudium. Skalendokumentation und Häufigkeitsauszählungen des BMBF-Projekts (1. Welle). IPN.
Kauper, T., Bernholt, A., Möller, J., & Köller, O. (Eds.). (in press). Entwicklung professioneller Kompetenzen von Lehramtsstudierenden. Ergebnisse aus dem Panel zum Lehramtsstudium. Waxmann.
Klusmann, U., Trautwein, U., Lüdtke, O., Kunter, M., & Baumert, J. (2009). Eingangsvoraussetzungen beim Studienbeginn. Werden die Lehramtskandidaten unterschätzt? Zeitschrift für Pädagogische Psychologie, 23, 265–278. https://doi.org/10.1024/1010-0652.23.34.265
Kremer, L. (1978). Teachers’ attitudes toward educational goals as reflected in classroom behavior. Journal of Educational Psychology, 70, 993–997. https://doi.org/10.1037/0022-0663.70.6.993
Lave, J., & Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge University Press.
Little, T. D. (2013). Longitudinal structural equation modeling. Guilford.
Lüftenegger, M., Finsterwald, M., Klug, J., Bergsmann, E., van de Schoot, R., Schober, B., & Wagner, P. (2016). Fostering pupils’ lifelong learning competencies in the classroom: Evaluation of a training programme using a multivariate multilevel growth curve approach. European Journal of Developmental Psychology, 13(6), 719–736. https://doi.org/10.1080/17405629.2015.1077113
Masyn, K. (2013). Latent class analysis and finite mixture modeling. In T. D. Little (Ed.), The Oxford handbook of quantitative methods in psychology (Vol. 2, pp. 551–611). Oxford University Press.
Menard, S. (2002). Longitudinal research. Sage.
Merriam-Webster. (2019). Ethos. Retrieved May 2, 2019, from https://www.merriam-webster.com/dictionary/ethos
Neyer, F. J., & Asendorpf, J. (2018). Psychologie der Persönlichkeit. Springer.
Oser, F. (1998). Ethos - die Vermenschlichung des Erfolgs. Zur Psychologie der Berufsmoral von Lehrpersonen. Leske + Budrich.
Oser, F., & Biedermann, H. (2018). The ethos of teachers. Is only a procedural discourse approach a valid model? In A. Weinberger, H. Biedermann, J.-L. Patry, & S. Weyringer (Eds.), Professionals’ ethos and education for responsibility (pp. 23–39). Brill.
Oser, F., Zutavern, M., & Patry, J.-L. (1990). Professionelle Lehrermoral: Das “gelebte Wertesystem” von LehrerInnen und seine Veränderbarkeit. In L.-M. Alisch, J. Baumert, & K. BECK (Eds.), Professionswissen und Professionalisierung (pp. 227–252). TU Braunschweig.
Parks-Leduc, L., Feldman, G., & Bardi, A. (2015). Personality traits and personal values: A meta-analysis. Personality and Social Psychology Review, 19, 3–29. https://doi.org/10.1177/1088868314538548
Patry, J.-L., & Hofmann, F. (1998). Erziehungsziel Autonomie: Anspruch und Wirklichkeit. Psychologie in Erziehung und Unterricht, 45, 53–66.
Pohlmann, B., & Möller, J. (2010). Fragbogen zur Erfassung der Motivation für die Wahl des Lehramtsstudiums (FEMOLA). Zeitschrift für Pädagogische Psychologie, 24, 73–84. https://doi.org/10.1024/1010-0652/a000005
Prenzel, M., Baumert, J., Blum, W., Lehmann, R., Leutner, D., Neubrand, M., et al. (Eds.). (2004). PISA 2003. Der Bildungsstand der Jugendlichen in Deutschland. Waxmann.
Ramm, G., Prenzel, M., Baumert, J., Blum, W., Lehmann, A. C., Leutner, D., et al. (2006). PISA 2003. Dokumentation der Erhebungsinstrumente. Waxmann.
Rich, Y., & Almozlino, M. (1999). Educational goal preferences among new and veteran teachers of sciences and humanities. Teaching and Teacher Education, 15, 613–629. https://doi.org/10.1016/S0742-051X(99)00010-4
Rost, D. H., & Witt, M. (1993). Erziehungsziele von Eltern hochbegabter Kinder. In D. H. Rost (Ed.), Lebensumweltanalyse hochbegabter Kinder (pp. 75–104). Hogrefe.
Sachse, K., Kretschmann, J., Kocaj, A., Köller, O., Knigge, M., & Tesch, B. (2012). IQB-Ländervergleich 2008/2009. Skalenhandbuch zur Dokumentation der Erhebungsinstrumente. IQB.
Schiepe-Tiska, A., Roczen, N., Müller, K., Prenzel, M., & Osborne, J. (2016). Science-related outcomes: Attitudes, motivation, value beliefs, strategies. In S. Kuger, E. Klieme, N. Jude, & D. Kaplan (Eds.), Assessing contexts of learning. An international perspective (pp. 301–329). Springer. https://doi.org/10.1007/978-3-319-45357-6_12
Schmidt, W. H., Cogan, L., & Houang, R. (2011). The role of opportunity to learn in teacher preparation: An international context. Journal of Teacher Education, 62, 138–153. https://doi.org/10.1177/0022487110391987
Schreiber, N. (2007). Zum Stichwort “Bündnis für Erziehung”: Erziehungsziele von Eltern und Erzieherinnen in Kindertageseinrichtungen. Zeitschrift für Soziologie der Erziehung und Sozialisation, 27, 88–101.
Stein, M. (2012). Erziehungsziele von Eltern in Abhängigkeit sozio-struktureller Merkmale und subjektiver Orientierungen. Eine längsschnittliche internationale Analyse auf Basis der Daten des World Value Surveys. Bildung und Erziehung, 65, 427–444.
Tarnai, C. (2010). Erziehungsziele. In D. H. Rost (Ed.), Handwörterbuch Pädagogische Psychologie (pp. 168–175). Beltz PVU.
Tarnai, C. (2011). Analyse der Bewertung von Erziehungszielen. Ein Vergleich von Rating und Ranking. In C. Tarnai (Ed.), Sozialwissenschaftliche Forschung in Diskurs und Empirie (pp. 51–69). Waxmann.
Tenorth, H.-E. (2006). Professionalität im Lehrerberuf. Ratlosigkeit der Theorie, gelingende Praxis. Zeitschrift für Erziehungswissenschaft, 9, 580–597. https://doi.org/10.1007/s11618-006-0169-y
Terhart, E. (2000). Perspektiven der Lehrerbildung in Deutschland. Weinheim.
Thome, H. (2013). Wandel gesellschaftlicher Wertvorstellungen aus der Sicht der empirischen Sozialforschung. In B. Dietz, C. Neumaier, & A. Rödder (Eds.), Gab es den Wertewandel? Neue Forschungen zum gesellschaftlich-kulturellen Wandel seit den 1960er Jahren (pp. 41–67). Oldenbourg.
Voss, T., Kleickmann, T., Kunter, M., & Hachfeld, A. (2013). Mathematics teachers’ beliefs. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss, & M. Neubrand (Eds.), Cognitive activation in the mathematics classroom and professional competence of teachers: Results from the COACTIV project (pp. 249–271). Springer. https://doi.org/10.1007/978-1-4614-5149-5_12
Wenger, E. (1998). Communities of practice. Learning, meaning, and identity. Cambridge University Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Bauer, J., Prenzel, M. (2021). For What Educational Goals Do Preservice Teachers Feel Responsible? On Teachers’ Ethos as Professional Values. In: Oser, F., Heinrichs, K., Bauer, J., Lovat, T. (eds) The International Handbook of Teacher Ethos. Springer, Cham. https://doi.org/10.1007/978-3-030-73644-6_12
Download citation
DOI: https://doi.org/10.1007/978-3-030-73644-6_12
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-73643-9
Online ISBN: 978-3-030-73644-6
eBook Packages: EducationEducation (R0)