Improving Prospective Teachers' Counseling Competence in Parent-Teacher Talks: Effects of Training and Feedback

Autor/inn/en	Gerich, Mara; Trittel, Monika; Schmitz, Bernhard
Titel	Improving Prospective Teachers' Counseling Competence in Parent-Teacher Talks: Effects of Training and Feedback
Quelle	In: Journal of Educational & Psychological Consultation, 27 (2017) 2, S.203-238 (36 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
DOI	10.1080/10474412.2016.1220862
Schlagwörter	Preservice Teachers; Teacher Education; Control Groups; Feedback (Response); Multivariate Analysis; Teacher Competencies; Intervention; Quasiexperimental Design; Foreign Countries; Teaching Methods; Parent Teacher Cooperation; Learning Strategies; Pretests Posttests; Statistical Analysis; Germany + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Multivariate Analyse; Lehrkunst; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Statistische Analyse; Deutschland
Abstract	Counseling parents concerning students' learning processes is considered to be an increasingly important competence area of teachers. However, few educational programs exist specifically focusing on improving this essential teacher competence, particularly in early teacher education. The current study, which took place at a German university, describes the evaluation of a corresponding training program for prospective teachers as well as a process-oriented feedback intervention. We conducted a quasi-experimental study with three treatment groups (training group, training + feedback group, control group) combining pre-, post-, and follow-up test measures with time-series data. By means of multivariate repeated measures MANOVAs and time-series analyses, we were able to demonstrate that prospective teachers' counseling competence can be successfully fostered by training and individual process-oriented feedback. Our results provide several practical implications concerning the improvement of teachers' counseling competence within the context of teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01