Developing Adaptive Teaching Competency through Coaching.

Abstract The research project Adaptive Teaching Competency seeks to conceptualise the processes of tuning teaching to individual students' learning needs and to empirically test, within the field of science teaching, to what extent Adaptive Teaching Competency can be fostered through teacher education. 32 primary and secondary teachers took part in an intervention to foster their Adaptive Teaching Competency based on content-focused coaching whilst 18 teachers formed the control group. Teachers receiving the coaching increased their Adaptive Teaching Competency with regard to planning and their students showed a higher learning outcome compared to the control group.

[1]  R. Snow Aptitude, instruction, and individual development , 1989 .

[2]  Richard J. Shavelson,et al.  Research on Teachers’ Pedagogical Thoughts, Judgments, Decisions, and Behavior , 1981 .

[3]  Petra Stanat,et al.  PISA 2000 : Basiskompetenzen von Schülerinnen und Schülern im internationalen Vergleich , 2001 .

[4]  Per Lauvås,et al.  Promoting reflective teaching : supervision in practice , 1987 .

[5]  L. Kyriakides,et al.  Teacher behaviour and student outcomes : Suggestions for research on teacher training and professional development , 2009 .

[6]  F. Heider The psychology of interpersonal relations , 1958 .

[7]  M. Opdenakker,et al.  Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice , 2006 .

[8]  F. Staub,et al.  Fachspezifisch-pädagogisches Coaching: Theoriebezogene Unterrichtsentwicklung zur Förderung von Unterrichtsexpertise , 2001, BzL - Beiträge zur Lehrerinnen- und Lehrerbildung.

[9]  Tcm Theo Bergen,et al.  Teacher learning through reciprocal peer coaching: An analysis of activity sequences , 2008 .

[10]  Jacob Cohen Statistical Power Analysis for the Behavioral Sciences , 1969, The SAGE Encyclopedia of Research Design.

[11]  D. Wahl Nachhaltige Wege vom Wissen zum Handeln , 2001 .

[12]  J. Baumert,et al.  PISA 2000 : Untersuchungsgegenstand, theoretische Grundlagen und Durchführung der Studie , 2001 .

[13]  Jennifer L. Snow-Gerono Locating Supervision—A Reflective Framework for Negotiating Tensions Within Conceptual and Procedural Foci for Teacher Development , 2008 .

[14]  D. Schoen,et al.  The Reflective Practitioner: How Professionals Think in Action , 1985 .

[15]  Frank Lipowsky,et al.  Auf den Lehrer kommt es an. Empirische Evidenzen für Zusammenhänge zwischen Lehrerkompetenzen, Lehrerhandeln und dem Lernen der Schüler , 2006 .

[16]  M. Wittrock Handbook of research on teaching , 1986 .

[17]  Rainer Bromme,et al.  Der Lehrer als Experte : zur Psychologie des professionellen Wissens , 1992 .

[18]  Hilary Asoko,et al.  Developing Conceptual Understanding in Primary Science , 2002 .

[19]  Mieke Brekelmans,et al.  Interpersonal Teacher Behaviour and Student Outcomes , 2004 .

[20]  P. Black,et al.  Assessment and Classroom Learning , 1998 .

[21]  F. Weinert,et al.  Entwicklung im Grundschulalter , 1997 .

[22]  Kurt Reusser,et al.  Verstehen : psychologischer Prozess und didaktische Aufgabe , 1994 .

[23]  F. Weinert,et al.  Der gute Lehrer: Person, Funktion oder Fiktion? , 1996 .

[24]  Sharon Kukla-Acevedo,et al.  Do Teacher Characteristics Matter? New Results on the Effects of Teacher Preparation on Student Achievement. , 2009 .

[25]  L. Cronbach,et al.  Aptitudes and instructional methods: A handbook for research on interactions , 1977 .

[26]  Norman G. Lederman,et al.  Examining Pedagogical Content Knowledge: The Construct and its Implications for Science Education , 2001 .

[27]  L. Shulman Those Who Understand: Knowledge Growth in Teaching , 1986 .

[28]  N. Groeben Das Forschungsprogramm Subjektive Theorien: eine Einführung in die Psychologie des reflexiven Subjekts , 1988 .

[29]  Miki K. Tomita,et al.  On the Impact of Formative Assessment on Student Motivation, Achievement, and Conceptual Change , 2008 .

[30]  Göran Brante,et al.  Multitasking and synchronous work: Complexities in teacher work , 2009 .

[31]  A. Beaton Mathematics Achievement in the Primary School Years. IEA's Third International Mathematics and Science Study (TIMSS). , 1996 .

[32]  David C. Berliner,et al.  Educational Psychology and Pedagogical Expertise: New Findings and New Opportunities for Thinking About Training , 1991 .

[33]  Margaret C. Wang Adaptive Instruction: Building on Diversity. , 1980 .

[34]  Fritz C. Staub,et al.  Content-Focused Coaching: Transforming Mathematics Lessons , 2003 .