Titel:
Case by case – promoting teacher students’ beliefs about multi-professional and Teacher-parent collaboration by systematic case reflection (kollegialeFallarbeit)
Autoren:
Karsten Krauskopf (Potsdam), Michel Knigge (Potsdam)
Zusammenfassung:
Theory and current research
Models conceptualizing the professionalization of teachers regarding inclusion explicitly mention collaboration skills and attitudes (European Agency, 2012). Accordingly, it is important to learn more about the development of skills and attitudes regarding collaboration in teacher training (Albers & Lichtblau, 2014; Werning, 2014). The present study addresses the question how different forms of participation in collaborative case reflection differently promote the development of participants’ beliefs about collaboration.
Multi-professional and teacher-parent collaboration in the teaching profession was conceptualized using the model introduced by KrauskopfKnigge (2017) that theoretically and empirically differentiates three target groups (peer teachers, other educational professionals, parents) and two sub-processes (communication and coordination) of collaboration. The intervention was based on the approach to support teacher learning via reflecting cases from educational practice (Hatton & Smith, 1995; Schön, 1983). Concretely, we chose collaborative case reflection (kooperativeFallarbeit) that focusses on the peer group during the reflection process while a facilitator consistently provides structure (vgl. Franz & Hopp, 2003; Ludwig, 2003). Following this approach it becomes necessary to support reflective competences (Beauchamp, 2015; Gelfuso & Dennis, 2014) and consider whether a case emerged from one’s own practice or not (e.g., Hellermann, Gold, & Holodynski, 2015; KleinknechtPoschinski, 2014).
Research question
All participants were present during collaborative case reflection sessions. Accordingly, two quasi-experimental groups were differentiated: passive participation as a peer discussant, and active presentation of a case of one’s own. Given this design, we tested whether active participation distinctly influences the development of beliefs about collaboration than passive participation and whether reflective competencies mediate potential effects of active participation.
Method
Instruments
Participants completed measures at the beginning of the semester (t1) and after an internship in an educational setting outside the classroom (5 months later, t2). Beliefs about collaboration were assessed by the six sub-scales proposed by KrauskopfKnigge (2007), Cronbachs = .76 - .91. Reflective competencies were assessed with the sub-scale Pedagogial Reflection adapted from Larriveé (2008), Cronbachs = .77 - .90.
Sample
N = 115 students enrolled in a teacher education program (secondary education) at the university of Potsdam provided complete datasets (age M = 23.24 years, 37% male, M = 3.83 semesters, 62,3% actively presented own case).
Results
Separate path models for the six collaboration-dimensions controlling for t1, gender, and age consistently revealed no direct effect of active participation. However, there were positive indirect effects of active participation on the development of collaboration beliefs mediated by an increase of reflective competencies. Additionally, positive beliefs about collaboration in t1 support the development of reflective competencies. Finally, teacher students who held more positive beliefs about communicating with parents were more likely to actively present a case.
Discussion
Results suggest that active involvement in collaborative case reflection only indirectly supports the development of beliefs about multi-professional collaboration in student teachers via increasing reflective competencies. At the same time, we found evidence for complementary relations showing that positive beliefs about collaboration could function as beneficial source for the development of reflective competencies.
References:
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