Universität zu Köln

Krepf, Matthias ORCID: 0000-0002-2038-9303 and König, Johannes ORCID: 0000-0003-3374-9408 (2022). Structuring lessons as an aspect of pre-service teachers' planning competence: A scaling-up analysis. Z. Erziehwiss., 25 (4). S. 917 - 947. WIESBADEN: SPRINGER VIEWEG-SPRINGER FACHMEDIEN WIESBADEN GMBH. ISSN 1862-5215

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Abstract

Lesson planning is an essential part of teachers' daily work. In this study, we focus on structuring as an aspect of lesson planning, which generally can be defined as a clear, recognizable organization of instruction into individual phases and segments in which the teacher gradually builds up the complexity of the knowledge to be acquired and ensures a smooth flow of instruction through appropriate sequencing. In a previous study (Krepf and Konig in press), we conceived structuring as an aspect of lesson planning. To test the validity and reliability of this study's findings, a scaling-up study was conducted to determine whether structuring as an aspect of planning could be modelled reliably using a different and larger sample. In this study, 310 written lesson plans created by pre-service teachers during induction (172 at T1 [first lesson plan]; 138 at T2 [last lesson plan/state examination]) from North Rhine-Westphalia (NRW) and Berlin derived from the PlanvoLL-D project (Konig et al. 2020a, 2020b) comprised the study's data. The lesson plans were evaluated through content analysis using deductively formed categories. Afterward, the coding was quantified and analyzed using item response theory (IRT) scaling. The results indicated that two subscales could be separated in terms of content: a contextualization scale and a phasing scale. Furthermore, three explication levels could be distinguished. Measures of lesson structure planning increased during induction significantly with practical relevance. This study contributes to the research on modelling and measuring pre-service teachers' planning competence.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Krepf, Matthias UNSPECIFIED orcid.org/0000-0002-2038-9303 UNSPECIFIED König, Johannes johannes.koenig@uni-koeln.de orcid.org/0000-0003-3374-9408 UNSPECIFIED
URN:	urn:nbn:de:hbz:38-660500
DOI:	10.1007/s11618-022-01125-9
Journal or Publication Title:	Z. Erziehwiss.
Volume:	25
Number:	4
Page Range:	S. 917 - 947
Date:	2022
Publisher:	SPRINGER VIEWEG-SPRINGER FACHMEDIEN WIESBADEN GMBH
Place of Publication:	WIESBADEN
ISSN:	1862-5215
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 JUDGMENTS; KNOWLEDGE; ABILITY; ERRORS; PLANS Multiple languages Education & Educational Research Multiple languages
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/66050