Challenge Teacher Education: A new Approach to Pre ... - EHB

Manfred Prenzel 

TUM School of Education 

Challenge Teacher Education: 

A new Approach to Pre-service 

Teacher Training 

Vocational Education and Training Challenges: 

Developing Skills and Competences for the Future 

Berne/Zollikofen, 24 March 2011 

Overview 

1. Perceptions of “the” teacher 

2. Reference for teacher training: The 

quality of an educational system 

3. Research on teaching and learning 

shows specific challenges 

4. Different picture in vocational education? 

5. Modelling teacher competencies 

6. A fresh approach to pre-service teacher 

training

An U.S. image campaign 

Be a hero! 

Be a teacher! 

Teachers have the power to wake up 

young minds - to make a difference. 

Reach for that power. 

Be a teacher. Be a hero. 

... and an ancient story: 

„Ouch! I’ve got an untrained teacher“ 

(Petrarca, 1519, Trostspiegel)

The challenges for education are growing 

Background: 

• Demographic change 

• Knowledge society 

• Globalisation 

• Sustainability 

• Equity 

...and, with that, 

the demands for 

teacher education 

Calvin’s perspective 

(from Bill Watterson, Calvin & Hobbes)

Mrs. Wormwood’s reaction 

Overview 









training

Mathematics 

performance 

PSIA 2009 

For comparison: 

2006: 504 points 

2003: 503 points 

2000: 490 points

Mathematics performance by school type 

. 

. 


Proficiency level 

IV: 4.6 % 

Proficiency level I 

and below: 18.6 %

. 


Going to vocational education! 

A follow-up study of PISA 2003 

(PISA-I-plus) 

An extension of the national 

sample of PISA 2003 was 

assessed twice in Germany: 

At the end of grade 9, and 

again at the end of grade 10 

(in mathematics and science 

in 2004). The sample included 

two complete classrooms per 

school. 

Prenzel et al. (2006)

Mathematics performance at the end of grade 9 and 

grade 10 (individual level, latent growth) 

Mathematics performance 2004, grade 10 


Gain on 

average: 

25 points 

(d = .33) 

For 58 % of the 

students a 

relevant gain in 

mathematics 

performance in 

the course of 

one school 

year was 

observed 

In too many cases: No sustainable learning! 

• 42 percent of the students did not improve their 

mathematic performance during the course of one year 

of schooling 

• Almost all the students, however, passed successfully 

the teacher-made exams 

• Students (& teacher & parents) tend to support a kind 

of short-term learning to the test 

• Large scale assessments, in contrary, sum up the 

sustainable outcome of longer periods of learning, and 

measure, “what is left”

Mathematics performance at the end of grade 9 and 

grade 10 (classroom level, latent growth) 


Relevant gain 

in mathematics 

performance 

found in 89 % 

of the classes 


The PISA 2003/2004 follow-up study provided the 

relevant data for the COACTIV project 

(Kunter, Baumert, Blum et al., 2011) 

(Krauss, Baumert & Blum, 2008)

Identifying challenges for teacher training (1) 

• Structural/differential approaches, using e.g. 

large scale studies 

• Longitudinal design, multi-level approach 

• Reliable and valid indicators for outcomes/ 

progress 

• Assessment of teacher characteristics 

• Understanding, what is relevant 

Overview 









training

Differences between classrooms 

(1) Development of performance in physics in the 

course of one school year 

(a) Knowledge (mechanics, optics) 

End of the year 

50 classrooms: Average physics 

performance, beginning of the year 

Seidel, Prenzel et al. (2007) 

Differences between classrooms 

(2) Development of performance and interest in 

physics in the course of one school year 

(a) Knowledge (mechanics, optics) 

(a) Interest (mechanics, optics) 

End of the year 

50 classrooms: Average physics 

performance, beginning of the year 

50 classrooms: Average interest in 

physics, beginning of the year 

Seidel, Prenzel et al. (2007)

Computer-based analyses of lessons allow in-depth 

analysis of teaching and learning processes 

(Videograph, Rimmele, 2002, 2004) 

Factors that make a difference 

For example, 

• Goal orientation 

• Process-oriented teaching 

• Inquiry-based teaching 

(Dalehefte et al, 2009; 

Seidel, Prenzel et al., 2006, 2007, 2009)


• Process-oriented approaches, using e.g. video 

techniques 

• Pre-post design, multi-level approach 

• Reliable and valid indicators for outcomes/ 

progress 

• Using perspectives of teachers and students 

• Understanding and showing, how teaching and 

learning work 

Overview 


2. Reference for teacher training: The quality of 

an educational system 

3. Research on teaching and learning shows 

specific challenges 




training

Study on self-determined and interested learning 

in vocational education 

The project (funded in the DFG Priority program 

“Teaching–Learning Processes in Vocational 

Education”, Beck et al.) included 

(1) A cross-sectional study 

(2) A longitudinal study of a small group of trainees 

(3) Analysis of instruction 

(4)An intervention study in vocational schools 

(Prenzel, Kramer & Drechsel, 2002) 

Motivation to learn and perceived conditions at school 

and at the workplace (Prenzel, Kramer & Drechsel, 2002 

At school 

At work 

M SD M SD 

Learning motivation: 

Amotivated 1.93 1.23 1.20 1.15 

External 1.71 1.23 1.22 1.19 

Introjected 3.29 1.10 3.76 1.07 

Identified 3.51 1.05 3.79 1.04 

Intrinsic 2.07 1.13 3.20 1.18 

Interested 2.40 1.10 3.08 1.12 

Conditions of motivated learning: 

Relevance of Contents 2.50 0.85 2.65 1.19 

Teacher’s Interest 2.00 1.06 2.71 1.29 

Social Relatedness 3.37 0.93 3.65 1.20 

Support of Competence 2.51 0.93 3.05 1.07 

Support of Autonomy 2.51 0.86 3.14 1.00 

Quality of Instruction: Structure 3.06 0.77 2.82 1.18

Vocational school: Teacher ratings of motivational conditions 

compared with class ratings (Prenzel et al. 2002) 

(< below, > above, • within the 5% confidence interval) 

Teache 

r 

Relevance 

Teacher 

Interest 

Social 

relatedness 

Support of 

competence 

Support of 

autonomy 

Quality of 

Instruction 

Adaptation 

Sum of 

hits 

1 > • > • > < • 3 

1 > > > > • • < 2 

1 > < > • > < < 1 

1 • • > > > > • 3 

2 > > > > > > < 0 

2 > • > > > > < 1 

2 > > < • > • > 2 

3 • • • > < • • 5 

4 > • > > > > • 2 

4 • > > > > > < 1 

Sum 3 5 1 3 1 3 4 20 

"Interested learning" rated by trainees in class B in 

relationship to the teacher ratings.


• Diagnostic competencies 

• Designing powerful (motivating) learning 

environments 

• Professional perception of teaching/learning 

conditions 


Professional perception of teaching/learning 

conditions: Development of a diagnostic tool in the 

DFG Project “Observe” (Seidel & Prenzel) 

• includes six short video clips of classroom 

• each clip is introduced by background 

information about the classroom situation 

• every clip represents two significant teaching 

and learning components

Overview 









training 

Tradition 1: Demands on the personality of teachers’ 

(e.g., Döring, 1931) 

• Exemplary way of life, strong volition, tireless diligence 

• Sense of justice, love of truth, value-driven actions 

• Self-control, patience, empathy 

• Desire for forming and realizing the potential of students 

• Appreciates neat, pretty, tactful children 

• Strong effort to give a fresh, friendly, and agreeable 

impression 

• Appreciates the independent existence of children 

• Promotes all students independent of their specific 

characteristic, engagement for the weak and those in need 

of help 

• Convinced of the good in each human being, tireless 

engagement

Tradition 1: Demands on the personality of teachers’ 

(e.g., Döring, 1931) 

• Exemplary way of life, strong volition, tireless diligence 

• Sense of justice, love of truth, value-driven actions 

• Self-control, patience, empathy 

• Desire for forming and realizing the potential of students 

• Appreciates neat, pretty, tactful children 

• Strong effort to give a fresh, friendly, and agreeable 

impression 

• Appreciates the independent existence of children 

• Promotes all students independent of their specific 

characteristic, engagement for the weak and those in need 

of help 

• Convinced of the good in each human being, tireless 

engagement 

Tradition 2: Techniques 

Effective instruction provided by effective teachers 

Effective instruction relies on 

• A variety of teaching and learning approaches 

• An effective use of lesson time for learning 

• A clear, structured presentation of content and tasks 

• Alert conduct of instruction 

• Individualized pacing of learning processes 

• Consideration of individual prerequisites 

• Domain specific teaching 

• The affective quality of teacher-student relationship 

(e.g.: Fraser et al., 1987; Wang et al., 1993; Weinert/Helmke, 1997; 

Seidel & Shavelson, 2007; Hattie, 2009)

Tradition 3: Teachers as experts own specific 

knowledge 

(1) Content knowledge 

(2) Curricular knowledge 

(3) „Philosophy“ of the subject 

(4) General educational and psychological knowledge 

(5) Content-specific professional knowledge 

(e.g., Shulman, 1987; Bromme, 2006; Baumert et al.) 

Implications for teacher training 

• (Stable) Characteristics of the teacher personality: 

Select suitable personalities and teach them 

knowledge of the subject 

• Process-Product: Teach knowledge of the subject 

as well as knowledge concerning effective 

instruction, and start to train techniques 

• Expertise: Develop varieties of knowledge , offer 

opportunities for application in teaching and learning 

situations, for practice, give feedback and initiate 

reflexion

Components of teacher‘s competence 

Competencies 

Defining educational goals and 

planning of units 

Diagnosis of prerequisites and 

outcomes of learning, 

understanding learning 

processes and their conditions 

Designing learning situations 

and environments 

are based on 

Knowledge 

Routines 

comprise 

Discipline and subject 

Didactics of the 

subject 

Education 

Psychology 

Scripts for teaching, 

Orchestration of 

methods, 

Mastering problem 

situations 

Reflexion, evaluation, 

cooperation, quality assurance 

and development of school 

programmes 

Professional 

ethics 

Engagement 

reversibility, caring, 

discourse 

(cf. KMK-Perspektiven der Lehrerbildung) 

Overview 


2. Reference for teacher training: The quality of 

an educational system 

3. Research on teaching and learning shows 

specific challenges 




training


• The recently established 13. Faculty of Technische 

Universität München: Teacher training is one of the 

pillars of TUM! 

• Dedicated to teacher education in mathematics, 

science, and technology at the secondary level 

• for both vocational schools and grammar schools 

(“Gymnasium” only STEM) 

• Teacher Training for Vocational Schools includes: 

Agriculture, Construction, Technology, Electrical 

Technology and Computer Technology, Nutritional 

Studies and Home Economics, Health and Care 

Service, Metal Technology 


An innovative approach to pre-service teacher education 

Qualification/ 

Research 

Output 

University 

Students’ 

Prerequisites




Research 

Output 

University 

Knowledge 

Competencies 

Motivation 

Beliefs, attitudes 

Orientations 

Students’ 

Prerequisites 




Research 

Output 

University 

Knowledge 

Competencies 

Motivation 

Beliefs, attitudes 

Orientations 

Students’ 


School




Research 

Output 

Educational 

Research 

University 

Students’ 



Training 

School 

TUM Teacher training aims at… 

A profound scientific qualification with a strong 

connection to professional affordances and challenges. 

Teachers should be qualified 

For designing and providing cognitive 

demanding, supportive and motivating learning 

environments, 

For professional collaboration and cooperative 

improvement of teaching and learning 

Multi-dimensional objectives of teacher training: 

-Content knowledge 

-Pedagogical content knowledge 

-Psychological/pedagogical knowledge 

-Personality and professional ethos

Pre-service teacher training aiming at the 

professional career 

School University 2. Phase 3. Phase 

Teacher biography / career 

Organization 

of TUM School of Education 

• The School of Education administers the resources for 

teacher training across all faculties 

• The School of Education is responsible for a coherent 

and relevant study programmes and for the quality of 

teacher training 

• The School cooperates with a network of selected highquality 

schools (that are also providing internships for 

our teacher students), 

• The School is the professional home for all teacher 

students 

• The School initiates and supports educational research

Strands of studies 

Studies in subjects/disciplines 

Studies in subject matter didactics 

Educational Studies 

Practical Studies in schools 

Bachelor 

Master 

Strands of studies 

Studies in subjects/disciplines 

Studies in subject matter didactics 

Educational Studies 

Practical Studies in schools 

Bachelor 

Master

Goal-oriented guidance 

Referring to student‘s: 

-Content knowledge 

-Pedagogical content knowledge 

-Educational/psychological knowledge 

-Personality and professional ethos 

Student 

Admission/ 

Counselling 

Student 

Admission/ 

Counselling 

Bachelor 

Master 

Leading role for providing experiences 

Coordinated by: TUMpaedagogicum 

Practical studies in schools & seminars 

- Collaboration with schools 

- Workshops for mentors 

- Scripts, tasks, portfolios 

- Information basis 

- Preparing students (research-based 

- Reflection /Teaching-learning cycles 

Bachelor 

Master

Principles of TUM School in short 

Advice from the Beginning 

Curriculum orientiation 

Didactics 

Evaluation 

... and … 

Mentoring 

Practice 

Research 

Concomitant research: 

A panel study including structures and outcomes of 

teacher training at 13 universities 

Structure of studies & quality of 

learning opportunities 

Professional 

Knowledge 

Values & 

Beliefs 

Motivational 

Orientations 

Cross-curricular 

Competencies 

Individual prerequisites and use of 

learning opportunities

Technische Universität München 

Thank you for your attention 

Levels of action in an educational system 

Level 

Quality of educational 

outcomes 

Individual 

Teaching and learning 

Classroom 

Parents 

School 

& 

Context 


Traning 

Curriculum Media Context 

Cultural and socioeconomic background 

System 

(Prenzel, 2005)

Research emphasis at TUM School of Education 

• Teaching and learning in schools and universities 

(patterns of instruction, effects, innovative 

approaches) 

• Development of competencies and assessment 

• Qualifications of teachers and educational staff 

(diagnosis, competences, development) 

• School settings (cooperation, leadership, 

management, programme, quality assurance) 

• Learning outside of school (informal settings, 

laboratories) 

5. Ergebnisse aus der Lehr-Lern-Forschung 

Zusammenhang zwischen Bedingungen und der Qualität der 

Lernmotivation 

Korrelationen zwischen den Varianten motivierten Lernens und ihren 

Bedingungen am Lernort Betrieb (n=866) p ≤ 0,01 (Prenzel et al. 2002) 

Inhaltliche 

Relevanz 

Interes 

se der 

Lehrperson 

Soz. 

Einbindung 

Kompetenzunterstütz 

ung 

Autonomieunterstütz 

ung 

Klarheit 

Instru 

ktion 

Überforderung 

Amotiviert -.13 -.23 -.36 -.28 -.35 -.14 -.30 

External -.10 -.21 -.37 -.27 -.35 -.11 -.35 

Introjiziert .14 .21 .34 .24 .26 .13 .12 

Identifiziert .34 .37 .46 .43 .41 .33 .18 

Intrinsisch .37 .55 .60 .60 .61 .41 .20 

Interessiert .39 .53 .53 .57 .58 .41 .14

Teacher and student-centered activities 

(% of lesson time) 

Classrrooms 

(Seidel & 

Prenzel, 2004) 

Assessing professional vision via videotaped 

classroom situations . . . 

Darling-Hammond, 

2006; Reusser 2005 

Miller & Zhou 2007 

Goldman 2007 

• are situated and contextualized 

stimuli. 

• represent the complexity of „real“ 

classroom situations. 

• offer secondhand experiences of 

teaching

Challenge Teacher Education: A new Approach to Pre ... - EHB

Create successful ePaper yourself

Delete template?

Save as template?