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Teachers' Self-Regulation as a Generic Aspect of Professional Competence: Development and Change in Teacher Education as well as Predictive Validity

Sponsored by the Federal Ministry of Education and Research

Prof. Dr. Uta Klusmann, Dipl. Psych. Janina Roloff Henoch

Cooperation Partners: Prof. Dr. Ulrich Trautwein (Center for Educational Science and Psychology, University of Tübingen), Prof. Dr. Oliver Lüdtke (Humboldt University, Berlin)

Background and Aims

The selection and training of qualified teachers is of great public importance. In scientific discourse, the concept of teachers' professional competence describes the skills and knowledge that a teacher needs in order to deal successfully with occupational tasks (Baumert & Kunter, 2006). At the current point in time, there is agreement that along with content knowledge, pedagogical content knowledge and generic pedagogical knowledge, generic aspects also characterize a successful teacher. Teachers' self-regulation, which describes the ability to handle one's own resources consciously and in awareness of possible resource losses, appeared to be an important predictor for the quality of instruction, the students' motivation and the teachers' occupational well-being (Klusmann et al., 2008). Less is known about the development of teachers' self-regulation. Up to now, there has been no empirical evidence to indicate whether work-related self-regulation is a stable characteristic over time or alterable throughout teacher education and training. The aim of the present investigation is to examine the individual development of self-regulation and its personal and institutional determinants.

Design of the Study

The present study is attached to a longitudinal study ("Transformation of the Secondary School System and Academic Careers" TOSCA; Köller, Watermann, Trautwein & Lüdtke, 2004), following two representative student samples from their final year of schooling (Grade 13) into the job. Data on self-regulation, cognitive and psychosocial characteristics, study conditions and academic success are available for each of the approximately 300 teacher candidates for a period of eight and four years, respectively. To investigate the predictive validity of self-regulation, an examination of the teachers' occupational success is planned with self-assessment and third-party assessment. Empirically ensured knowledge on the conditions necessary for the development and change of work-related self-regulation is an important basis for education policy's decisions on the selection of teacher candidates and the contents of teacher education at university.