| dc.contributor.advisor | Watermann, Rainer Prof. Dr. | de |
| dc.contributor.author | Schlichter, Natalia | de |
| dc.date.accessioned | 2012-12-03T16:06:17Z | de |
| dc.date.accessioned | 2013-01-18T14:01:54Z | de |
| dc.date.available | 2013-01-30T23:50:55Z | de |
| dc.date.issued | 2012-12-03 | de |
| dc.identifier.uri | http://hdl.handle.net/11858/00-1735-0000-000D-F0A6-8 | de |
| dc.identifier.uri | http://dx.doi.org/10.53846/goediss-3049 | |
| dc.identifier.uri | http://dx.doi.org/10.53846/goediss-3049 | |
| dc.format.mimetype | application/pdf | de |
| dc.language.iso | ger | de |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/ | de |
| dc.title | Lehrerüberzeugungen zum Lehren und Lernen | de |
| dc.type | doctoralThesis | de |
| dc.title.translated | Teachers' Beliefs about Learning and Teaching | de |
| dc.contributor.referee | Watermann, Rainer Prof. Dr. | de |
| dc.date.examination | 2012-10-18 | de |
| dc.subject.dnb | 370 Erziehung | de |
| dc.subject.dnb | Schul- und Bildungswesen | de |
| dc.subject.gok | FNK 500 | de |
| dc.description.abstracteng | Teachers' beliefs have a significant role
in classroom activities of teachers and students' achievement. For
example, constructivist beliefs have a positive effect on students'
achievement in mathematics (Dubberke et al., 2011; Staub &
Stern, 2002). Recent research primarily analyzes transmission and
construction beliefs (e.g. Kunter et al., 2011; OECD, 2009), while
other beliefs remain neglected. Therefore, the presented studies
additionally consider participation and nurturing. The main
research question was, whether these beliefs could be identified in
teachers' views on learning and teaching and whether they could be
measured reliable and valid by means of a quantitative
questionnaire. Further, the relation of teachers' beliefs at
different stages of teachers' career and the relation between
epistemological beliefs and beliefs about learning and teaching
represented the research desiderata. To answer the research
questions, an interview study (N = 50) and two questionnaire
studies (N = 276; N = 190) were carried out. The reliability and
construct validity of the questionnaire were analyzed in the first
questionnaire study and were assessed satisfactorily. An
exploratory factor analysis confirmed the 4-factor-structure of the
questionnaire with the factors transmission, construction,
participation and nurturing. These beliefs were already identified
in the interviews. Although student teachers at the beginning of
their studies and experienced teachers were similar in their
preference for transmission and nurturing, there were specific
belief patterns depending on the stage of the teachers' career (the
beginning, the middle, and the end of the studies, beginning and
experienced teachers). These belief patterns were identified in
both questionnaire studies. The results indicated the prevalence of
transmission and nurturing beliefs at the beginning of the studies,
whereby these beliefs lost their prevalence during the studies.
Contrary, the construction and participation beliefs were not very
significant at the beginning of the studies and appeared more
important in the middle and at the end of the studies. In
comparison to bachelor student teachers (study 2), who scored
highly at the transmission belief, master student teachers (study
2) showed their preference for participation belief and the student
teachers at the end of their studies (study 3) showed their
preference for construction belief. Moreover, the regression
analysis demonstrated higher values in participation and
construction beliefs with rising semesters. However, experienced
teachers of the interview study seemed to return to a preference
for transmission and nurturing beliefs and understand teaching in
terms of construction and participation to a lesser extent. The
results of the third study are in line with the current research
and show associations between transmission and na | de |
| dc.contributor.coReferee | Nückles, Matthias Prof. Dr. | de |
| dc.subject.topic | Social Sciences | de |
| dc.subject.ger | Lehrerüberzeugungen Lehrerkompetenzen Transmission Konstruktion Partizipation Schülerorientierung | de |
| dc.subject.eng | Teachers' beliefs Teachers' competences transmission construction participation nurturing | de |
| dc.subject.bk | 81.31. | de |
| dc.identifier.urn | urn:nbn:de:gbv:7-webdoc-3822-5 | de |
| dc.identifier.purl | webdoc-3822 | de |
| dc.affiliation.institute | Sozialwissenschaftliche Fakultät | de |
| dc.identifier.ppn | 734020163 | de |