Performance-oriented measurement of teachers’ competence in linguistically responsive teaching, relevant learning opportunities and beliefs
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
Standard
in: Cogent Education, Jahrgang 11, Nr. 1, 2352267, 11.2024.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
Harvard
APA
Vancouver
Bibtex
}
RIS
TY - JOUR
T1 - Performance-oriented measurement of teachers’ competence in linguistically responsive teaching, relevant learning opportunities and beliefs
AU - Lemmrich, Svenja
AU - Ehmke, Timo
N1 - Publisher Copyright: © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2024/11
Y1 - 2024/11
N2 - This study conducted a quantitative study analysis of teacher competence in linguistically responsive teaching (LRT). To assess performance-oriented competence, we used a test instrument with video vignettes and corresponding items based on situation-specific skills perception (What do you perceive?) and decision-making (How would you act if you were teacher in this situation?). Participants were required to respond orally. The research questions focused on LRT competence and the connection between (pre-service and in-service) teachers’ LRT competence and individual characteristics (subjects of study and LRT-relevant teaching experience), LRT-relevant learning opportunities, and beliefs about multilingualism in school and teaching. We found that experienced teachers and those who studied English as a foreign language had higher test scores, and participants with positive beliefs were more likely to perform better on the test. Positive beliefs appear to play a fundamental role in teachers’ identities as linguistically responsive professionals. Also, findings indicate a valid innovative performance-oriented LRT measurement. We suggest a learning environment should be implemented with opportunities to reflect on (pre-service) teachers’ beliefs and creating sufficient space for reflecting on experiences, as professionalization succeeds with self-reflection to raise awareness of blind spots. Future research should focus on the relation of teachers’ actual classroom performance and situation-specific skills. Furthermore, LRT-relevant learning opportunities should be evaluated in detail to learn more about teacher professionalization in this field.
AB - This study conducted a quantitative study analysis of teacher competence in linguistically responsive teaching (LRT). To assess performance-oriented competence, we used a test instrument with video vignettes and corresponding items based on situation-specific skills perception (What do you perceive?) and decision-making (How would you act if you were teacher in this situation?). Participants were required to respond orally. The research questions focused on LRT competence and the connection between (pre-service and in-service) teachers’ LRT competence and individual characteristics (subjects of study and LRT-relevant teaching experience), LRT-relevant learning opportunities, and beliefs about multilingualism in school and teaching. We found that experienced teachers and those who studied English as a foreign language had higher test scores, and participants with positive beliefs were more likely to perform better on the test. Positive beliefs appear to play a fundamental role in teachers’ identities as linguistically responsive professionals. Also, findings indicate a valid innovative performance-oriented LRT measurement. We suggest a learning environment should be implemented with opportunities to reflect on (pre-service) teachers’ beliefs and creating sufficient space for reflecting on experiences, as professionalization succeeds with self-reflection to raise awareness of blind spots. Future research should focus on the relation of teachers’ actual classroom performance and situation-specific skills. Furthermore, LRT-relevant learning opportunities should be evaluated in detail to learn more about teacher professionalization in this field.
KW - Decision-making
KW - Higher Education
KW - John Chiang, Communication and Media, State University of New York, United States
KW - linguistically responsive teaching
KW - professional vision
KW - Research Methods in Education
KW - teacher competencies
KW - Teachers & Teacher Education
KW - testing
KW - Educational science
UR - http://www.scopus.com/inward/record.url?scp=85194747888&partnerID=8YFLogxK
U2 - 10.1080/2331186X.2024.2352267
DO - 10.1080/2331186X.2024.2352267
M3 - Journal articles
AN - SCOPUS:85194747888
VL - 11
JO - Cogent Education
JF - Cogent Education
SN - 2331-186X
IS - 1
M1 - 2352267
ER -