Assessing and Promoting Professional Vision and Knowledge of Classroom Management

Basic data of the doctoral examination procedure

Doctoral examination procedure finished at: Doctoral examination procedure at University of Münster
Period of time01/10/2009 - 19/12/2013
Statuscompleted
Name of the doctoral candidateGold, Bernadette
Doctoral subjectPsychologie
Doctoral degreeDr. phil.
Awarded byDepartment 07 - Psychology and Sport Studies
SupervisorsHolodynski, Manfred; Geiser, Christian; Zeuch, Nina

Description

Classroom management is one of the main components of professional teacher knowledge.Numerous studies indicated that it is crucial for student learning. A prerequisite of effectiveclassroom management is the ability to notice and interpret classroom events that are conduciveto learning. Such a professional vision of classroom management is assumed to be a mediatorbetween propositional knowledge and successful acting in practice. The aim of the present dissertationwas to provide insights into the promotion and the assessment of professional visionand knowledge of classroom management.An initial instrument for assessing professional vision was developed to investigate effectsof a video-based training for pre-service teachers. The training included imparting theoreticalconcepts as well as video-based teaching analysis. The quasi-experimental intervention studyrevealed that professional vision was trainable: The training group showed significantly higherlearning gains than an untreated control group. This study also indicated opportunities for improvingboth the training and the video-based test.The second study addressed one of these limitations: A new video-based instrument forassessing professional vision of classroom management consisting of five video clips and accompanyingrating items was developed. Several pilot studies and a cross-validation revealedpromising psychometric properties of the test. Teachers showed a significantly higher level ofprofessional vision than pre-service teachers. A specific methodological challenge was to accountfor item dependence due to nested items within each video clip. The application of abifactor modeling approach emphasized the importance of taking item dependence of videocuedtests into account.The third study aimed at the assessment of pre-service teachers’ strategic knowledge ofclassroom management using a situational judgment approach. Results from a pilot study anda cross validation found that teachers outperformed pre-service teachers. As a limitation, poorreliability coefficients indicated that the test was only appropriate for research on group comparisonsor interindividual change.The dissertation provided new insights into the assessment of situated forms of classroommanagement knowledge and showed that video-based learning settings can enhance this knowledgewithin teacher education.

Projects in which the doctoral examination procedure takes/took place

Duration: 01/07/2009 - 30/06/2012
Funded by: Federal Ministry of Education and Research
Type of project: Participation in BMBF-joint project

Publications resulting from doctoral examination procedure

Gold B, Holodynski M (2015)
In: Educational Assessment, 20(3)
Type of Publication: Research article (journal)
Gold B, Förster S, Holodynski M (2013)
In: Zeitschrift für Pädagogische Psychologie, 2013(27)
Type of Publication: Research article (journal)

Preisverleihungen erhalten für Promotion

Dissertationspreis der Philosophischen Fakultät der WWU Münster 2014
Awarded by: Westfälische Wilhelms-Universität Münster
Award given to: Gold, Bernadette
Announced at: 09/01/2015 | Date of awarding: 15/01/2015
Type of distinction: Research award or other distinction