Universität zu Köln

Ploeger, Wilfried, Scholl, Daniel ORCID: 0000-0003-3403-9811 and Seifert, Andreas (2018). The quasi-experimental attitude of teachers: the development of aquestionnaire. J. Educ. Teach., 44 (4). S. 415 - 431. ABINGDON: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. ISSN 1360-0540

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Abstract

This article reports on the development and testing of a questionnaire that can be used to measure the quasi-experimental attitude (QEA) of teachers. This attitude is reflected in the willingness of teachers to assess and organise their core activities (planning, implementing and analysing lessons) by analogy with experiments in the field of research, in order to gain meaningful experiences from this cyclical process, to evaluate critically these experiences and to draw from them conclusions on how to improve lessons in the future. The sample comprised 512trainee teachers who had already been teaching independently for 15months following the conclusion of their university studies. The analysis of the questionnaire showed that the reliability of the scale was satisfactory. Confirmatory factor analyses confirmed the assumption that the quasi-experimental attitude could be modelled in two ways: Afirst-order model with four intercorrelated factors (meticulous lesson planning, confidence in the predictability of how the lesson will turn out, evidence-based analysis of the lesson and scepticism about mere experience) and asecond-order model in which these four factors are loading on the overarching factor QEA. Additionally, the instrument yielded plausible correlations to several validity criteria.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Ploeger, Wilfried UNSPECIFIED UNSPECIFIED UNSPECIFIED Scholl, Daniel UNSPECIFIED orcid.org/0000-0003-3403-9811 UNSPECIFIED Seifert, Andreas UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-202076
DOI:	10.1080/02607476.2018.1450820
Journal or Publication Title:	J. Educ. Teach.
Volume:	44
Number:	4
Page Range:	S. 415 - 431
Date:	2018
Publisher:	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Place of Publication:	ABINGDON
ISSN:	1360-0540
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language STUDENT-ACHIEVEMENT; PRESERVICE TEACHERS; REFLECTIVE PRACTICE; KNOWLEDGE; VIDEO; INSTRUCTION; EDUCATION; THINKING; ABILITY; LEARN Multiple languages Education & Educational Research Multiple languages
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/20207