Universität zu Köln

König, Johannes ORCID: 0000-0003-3374-9408, Bremerich-Vos, Albert ORCID: 0000-0002-5131-3256, Buchholtz, Christiane and Glutsch, Nina ORCID: 0000-0003-0396-5732 (2020). General pedagogical knowledge, pedagogical adaptivity in written lesson plans, and instructional practice among preservice teachers. Journal of Curriculum Studies, 52 (6). 800 - 823. ABINGDON: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. ISSN 1366-5839

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Abstract

Lesson planning of teachers as a research field has received little attention in terms of modelling and measuring relevant competences. As an innovative measurement approach, we developed a standardised method for analysing written plans of demonstration lessons. Our focus is on the demand of pedagogical adaptivity, i.e., the ways in which lesson assignments fit with the cognitive level of learners so that they are guided into their zone of proximal development. This conceptualisation is operationalised by using several indicators (content analysis criteria) to reconstruct and quantify situation-specific planning perception, interpretation, and decision-making. We use the data from 172 preservice teachers in Germany with their first demonstration lesson during induction. Findings show their declarative general pedagogical knowledge of adaptivity (assessed via a standardised test) is a significant predictor for the situation-specific skill of pedagogical adaptivity in written lesson plans, and the latter effects preservice teachers' self-reported instructional practice of teaching that lesson. Findings are discussed towards their implication for the design of teacher education.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code König, Johannes johannes.koenig@uni-koeln.de orcid.org/0000-0003-3374-9408 UNSPECIFIED Bremerich-Vos, Albert albert.bremerich-vos@uni-due.de orcid.org/0000-0002-5131-3256 UNSPECIFIED Buchholtz, Christiane UNSPECIFIED UNSPECIFIED UNSPECIFIED Glutsch, Nina UNSPECIFIED orcid.org/0000-0003-0396-5732 UNSPECIFIED
URN:	urn:nbn:de:hbz:38-336434
DOI:	10.1080/00220272.2020.1752804
Journal or Publication Title:	Journal of Curriculum Studies
Volume:	52
Number:	6
Page Range:	800 - 823
Date:	2020
Publisher:	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Place of Publication:	ABINGDON
ISSN:	1366-5839
Language:	English
Faculty:	Faculty of Human Sciences
Divisions:	Faculty of Human Sciences > Department Erziehungs- und Sozialwissenschaften > Institut für Allgemeine Didaktik und Schulforschung Weitere Institute, Arbeits- und Forschungsgruppen > Interdisziplinäres Zentrum für empirische LehrerInnen- und Unterrichtsforschung (IZeF)
Subjects:	Education
Uncontrolled Keywords:	Keywords Language STUDENT-TEACHERS; FUTURE TEACHERS; SCHOOL TEACHERS; SELF-EFFICACY; EDUCATION; QUALITY; RETHINKING; COGNITION; EXPERT; LEARN Multiple languages Education & Educational Research Multiple languages
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/33643