Predictive Validity of a Competence-Based Admission Test--Mentors' Assessment of Student Teachers' Occupational Aptitude

Autor/inn/en	Bieri Buschor, Christine; Schuler Braunschweig, Patricia
Titel	Predictive Validity of a Competence-Based Admission Test--Mentors' Assessment of Student Teachers' Occupational Aptitude
Quelle	In: Assessment & Evaluation in Higher Education, 43 (2018) 4, S.640-651 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2017.1390545
Schlagwörter	Foreign Countries; Student Teachers; Beginning Teachers; Student Teacher Evaluation; Teacher Competency Testing; Occupational Tests; Predictive Validity; Mentors; Vocational Aptitude; Longitudinal Studies; Correlation; Teacher Competencies; Knowledge Base for Teaching; Regression (Statistics); Cognitive Ability; Cognitive Measurement; Self Esteem; Reflective Teaching; Teacher Student Relationship; Qualitative Research; Switzerland + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Junior teacher; Junglehrer; Berufseignungsprüfung; Ausbildungseignung; Berufseignung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Lehrkunst; Teaching theory; Theory of teaching; Unterrichtstheorie; Regression; Regressionsanalyse; Denkfähigkeit; Self-esteem; Selbstaufmerksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Qualitative Forschung; Schweiz
Abstract	The aim of this longitudinal study was to gain an understanding of how Swiss student teachers (n = 253), who had passed a competence-based admission test, were assessed by their mentors after the first year of teaching. The results revealed a high correlation between the students' initial cross-curricular competencies (CCC) and their mentors' subsequent assessment. A regression analysis showed that the students' initial CCC had the strongest impact on their subsequent competence development in relation to teaching, whereas cognitively oriented measures, including a cognitive ability test, did not add to the prediction. Qualitative analysis of mentors' assessments revealed different patterns of low performing students' competence development in relation to mentors' support. Students with low self-confidence seemed to particularly benefit from shared reflection and a good mentee-mentor relationship. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01