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The relationship between quality of discourse during teacher induction classes and beginning teachers’ beliefs

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Abstract

This study investigates whether the quality of discourse during teacher induction classes predicts beginning teachers’ reflection and beliefs about teaching and learning mathematics. In a study with repeated measurements (interval 10 months), transmissive and constructivist beliefs of 536 German teacher candidates in their 2-year induction phase from 100 different seminars were assessed twice by questionnaires. In addition, the teacher candidates’ reflection, their motivational-affective resources (self-efficacy, enthusiasm and emotional exhaustion) and their perception of discourse quality in the seminar (discussing different points of view and sharing experiences only) were assessed. Multilevel regression analyses confirmed a mediation effect: In seminars where candidates actively discussed different points of view, they showed higher levels of reflection. Reflection, in turn, was related to increased constructivist and decreased transmissive beliefs. This mediation effect was not found for seminars where experiences were only shared, not juxtaposed. The association between discussing different points of view and reflection was moderated by teacher candidates’ enthusiasm and emotional exhaustion. The results support the relevance of deep processing and individual resources for the process of belief change.

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Authors and Affiliations

  1. Institute of Psychology, Department of Educational Psychology, Goethe University, Grüneburgplatz 1, PEG Building, 60323, Frankfurt/Main, Germany

    Anna-Theresia Decker & Mareike Kunter

  2. Institute of Education, Center for Educational Science and Psychology, Eberhard Karls University, Europastraße 6, 72072, Tübingen, Germany

    Thamar Voss

Authors
  1. Anna-Theresia Decker
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  2. Mareike Kunter
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  3. Thamar Voss
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Correspondence to Anna-Theresia Decker.

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Anna-Theresia Decker. Institute of Psychology, Department of Educational Psychology, Goethe University Frankfurt/Main, Grüneburgplatz 1 PEG Building 60323 Frankfurt/Main, Germany. E-mail: decker@paed.psych.uni-frankfurt.de; Web site: http://www.uni-frankfurt.de/fb/fb05/psychologie/abteilungen_und_bereiche/pp/personen/kunter/kunter_englisch/Decker_englisch/index.html

Current themes of research:

Anna-Theresia Decker is a predoctoral research fellow at the Goethe University Frankfurt, Germany (Department of Educational Psychology). Her research interests include research on teachers’ beliefs and the effects of professional development.

Prof. Dr. Mareike Kunter. Institute of Psychology, Department of Educational Psychology, Goethe University Frankfurt/Main, Grüneburgplatz 1 PEG Building 60323 Frankfurt/Main, Germany. E-mail: kunter@paed.psych.uni-frankfurt.de; Web site: http://www1.uni-frankfurt.de/fb/fb05/psychologie/abteilungen_und_bereiche/pp/personen/kunter/index.html

Current themes of research:

Mareike Kunter is a professor of Educational Psychology at the Goethe University Frankfurt, Germany. Her research interests include professional competence of teachers, teacher career development, classroom instruction and motivation at school. She has published in journals such as Journal of Educational Psychology, Learning and Instruction or Contemporary Educational Psychology.

Most relevant publications in the field of Psychology of Education:

Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805–820. doi: 10.1037/a0032583.

Kunter, M., Frenzel, A., Nagy, G., Baumert, J., & Pekrun, R. (2011). Teacher enthusiasm: Dimensionality and context specificity. Contemporary Educational Psychology, 36(4), 289–301. doi: 10.1016/j.cedpsych.2011.07.001.

Kunter, M., Tsai, Y.-M., Klusmann, U., Brunner, M., Krauss, S., & Baumert, J. (2008). Students’ and mathematics teachers’ perceptions of teacher enthusiasm and instruction. Learning and Instruction, 18(5), 468–482. doi: 10.1016/j.learninstruc.2008.06.008.

Prof. Dr. Thamar Voss. Institute of Education, Center for Educational Science and Psychology, Eberhard Karls University, Europastr 6 72072 Tübingen, Germany. E-mail: thamar.voss@uni-tuebingen.de; Web site: http://www.erziehungswissenschaft.uni-tuebingen.de/abteilungen/empirische-bildungsforschung-und-paedagogische-psychologie/personal/voss-thamar-dr.html

Current themes of research:

Thamar Voss is an assistant professor at the Center for Educational Science and Psychology at the University of Tübingen. Her research interests are directed primarily to the professional competence of teachers, the successful entry into the teaching profession and the question what makes good teaching.

Most relevant publications in the field of Psychology of Education:

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. doi: 10.3102/0002831209345157.

Dubberke, T. (now Voss, T,), Kunter, M., McElvany, N., Brunner, M., & Baumert, J. (2008). Lerntheoretische Überzeugungen von Mathematiklehrkräften: Einflüsse auf die Unterrichtsgestaltung und den Lernerfolg von Schülerinnen und Schülern Schülern [Mathematics teachers’ beliefs and their impact on instructional quality and student achievement]. Zeitschrift für Pädagogische Psychologie, 22(3–4), 193–206. doi: 10.1024/1010-0652.22.34.193.

Voss, T., Kunter, M., & Baumert, J. (2011). Assessing teacher candidates’ general pedagogical and psychological knowledge: Test construction and validation. Journal of Educational Psychology, 103(4), 952–969. doi: 10.1037/a0025125.

Voss, T., Kunter, M., Seiz, J., Hoehne, V., & Baumert, J. (2014). Die Bedeutung des pädagogisch-psychologischen Wissens von angehenden Lehrkräften für die Unterrichtsqualität [The impact of teachers’ general pedagogical and psychological knowledge on instructional quality]. Zeitschrift für Pädagogik, 60(2), 184–201.

This study used data from the COACTIV-R research project which was funded by the Max Planck Society’s Strategic Innovation Fund (2008–2010).

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Decker, AT., Kunter, M. & Voss, T. The relationship between quality of discourse during teacher induction classes and beginning teachers’ beliefs. Eur J Psychol Educ 30, 41–61 (2015). https://doi.org/10.1007/s10212-014-0227-4

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