As part of the cross-national project “Alpha”, the classroom instruction of 73 beginning teachers from four teacher universities in Austria, Germany and Switzerland was recorded on video at two different points during their first year of teaching. The observed teaching techniques of the teachers were then rated by experts. A reanalysis of the qualitative rating data led to a reduced competence model. Derived from a confirmatory factor analysis, a model with three major teaching competencies – “motivating students”, “pacing” and “facilitating” – was established. Based on a latent class growth curve model, we found individual differences at the first point of measurement, but no differences in growth. Adding covariates to the model revealed differences in growth. Beginning teachers with previous study experience showed significant growth in the three advanced teaching competencies compared to teachers without such experience.

Schlagworte
Teacher education; Beginning teachers; Teacher competencies