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IZeF-RG Competence measurement

(Speaker: Prof. Dr. Johannes König)


Over the past ten years, the competencies of teachers have increasingly become the subject of empirical research in education, for which an empirical compilation is of fundamental importance, for example

  • to test assumptions about the function of teacher education in preparing future teachers for their profession,
  • to analyse which competences are necessary on the part of teachers in order to maintain quality teaching and to support the learning and personality development of pupils, and
  • for the work on an empirically supported theory for the teaching profession and teacher education.

In addition, the importance of measuring the competences of prospective teachers is further reinforced through global developments such as a growing output management in educational systems, quality assurance measures as well as the internationalisation of tertiary education. Against this background, the IZeF-RG competence measurement focuses on two areas: (1) Projects that essentially work on conceptualisations for the professional competence of teachers, developing competence models and, based on this, aiming at a rating scale with the help of diagnostic procedures. (2) Furthermore, some of the projects also examine assumptions about the effectiveness of teacher education using approaches from competence measurement or analyse the significance of teacher education competences for the quality of their teaching and the learning on the part of pupils. The projects are based on an understanding of the professional competences of teachers as is currently widely used in empirical research in education: Teachers' competencies are defined primarily as the cognitive abilities and skills available to them or learnable from them that are necessary to solve certain problems and tasks in their profession. Competences represent constructs that can be operationalised and, thus, also measured by means of test instruments. Here, aspects of the professional knowledge of teachers play an important role, but also specific, situation-related characteristics, such as their professional perception of typical teaching situations and their ability to analyse and interpret such situations. However, not only cognitive characteristics, but also affective-motivational characteristics form the object of research, such as the motivation behind the teacher's occupation or the convictions of teachers with respect to teaching and learning at school. The competence characteristics defined in this way are always considered and justified within the functional context of successfully coping with professional requirements - especially with respect to teaching as the core activity of teachers.

The following projects are to be found in the IZeF-RG Competence measurement:

TEDS Validation Transfer

The project TEDS Validation Transfer aims at the situation-specific skills, for example the targeted perception and interpretation of lessons, of future teachers in the subject mathematics. School-practical elements of studies (e.g. the practical semester in North Rhine-Westphalia or the core practical in Hamburg) are regarded as central learning opportunities for the development of these skills, as students are required to apply their declarative knowledge to teaching practice. In the project TEDS Validation Transfer, the influence of practical phases in school on the situation-specific skills of students is therefore examined by means of video-based test procedures developed in the preceding studies TEDS-FU and TEDS Validation. Pre-post-tests at university locations in different German states allow comprehensive analyses of the influence of school-based practical phases as well as the comparison of different implementations of school-based practice in university teacher training.

Further information can be found on the project homepage.

Project management: Prof. Dr. Gabriele Kaiser (University of Hamburg), Prof. Dr. Johannes König (University of Cologne)

TEDS Validation - Teacher Education and Development

Basic preliminary work for the study TEDS Validation is provided by the instruments developed and tested in TEDS-M, TEDS-FU and in TEDS classes for recording the competences of mathematics teachers.

Against the background of the objectives of the project, we focus on the following questions regarding prognostic validity and measure-theoretical approach, with which conclusions can be drawn about the effectiveness of teacher training - using mathematics as an example:

(1) Do the tools developed in the context of TEDS-M and TEDS-FU to measure the professional competences imparted during teacher education at university level prove to be valid for high-quality and successful mathematics teaching?

(2) Does the inclusion of situation-specific skills (measured by video-based tests), beyond the effects of the professional knowledge imparted in university teacher training (measured by knowledge tests), contribute substantially to the understanding of the quality of teaching and the increase in students' performance?

Further information can be found on the project homepage.

Project management: Prof. Dr. Gabriele Kaiser (University of Hamburg), Prof. Dr. Johannes König (University of Cologne), Prof. Dr. Sigrid Blömeke (CEMO Oslo/HU Berlin)

Literature (selection):
Kaiser, G., & König, J. (2019). Competence Measurement in (Mathematics) Teacher Education and Beyond: Implications for Policy. Higher Education Policy, 32.

König, J., Doll, J., Buchholtz, N., Förster, S., Kaspar, K., Rühl, A.-M., Strauß, S., Bremerich-Vos, A., Fladung, I., & Kaiser, G. (2018). Pädagogisches Wissen versus fachdidaktisches Wissen? Struktur des professionellen Wissens bei angehenden Deutsch-, Englisch- und Mathematiklehrkräften im Studium. Zeitschrift für Erziehungswissenschaft, 21(3), 1-38.

Ross, N., & Kaiser, G. (2018). Klassifikation von Mathematikaufgaben zur Untersuchung mathematisch-kognitiver Aspekte von Schülerleistungstests und von Unterrichtsqualität. In R. Biehler et al. (Hrsg.), Beiträge zum Mathematikunterricht 2018 (S. 1519-1522). Münster: WTM-Verlag.

CME - Classroom Management Expertise

The object of the CME research project is the identification and classification of the characteristics of Classroom Management Expertise (CME) among teachers, which constitutes a crucial component of teaching quality and teacher professionalism. Against the background of research needs, the CME project aims to identify the characteristics of classroom management expertise. The newly gained findings form the starting point for the development of a standardised test instrument and the development of a competency model.

Further information can be found on the project homepage.

Project Management: Prof. Dr. Johannes König (University of Cologne)

Project duration: since 2011

Literature (selection):
König, J. (2015). Measuring Classroom Management Expertise (CME) of Teachers: A Video-Based Assessment Approach and Statistical Results. Cogent Education, 2(1), 991178. Download PDF

König, J., & Lebens, M. (2012). Classroom Management Expertise (CME) von Lehrkräften messen: Überlegungen zur Testung mithilfe von Videovignetten und erste empirische Befunde. Lehrerbildung auf dem Prüfstand, 5(1), 3-29.

König, J., & Rothland, M. (2016). Klassenführungswissen als Ressource der Burnout-Prävention? Zum Nutzen von pädagogisch-psychologischem Wissen im Lehrerberuf. Unterrichtswissenschaft, 44(4), 425-441.

EMW - Development of occupation-specific motivation and pedagogical knowledge in teacher training

The aim of the project "Development of occupation-specific motivation and pedagogical knowledge in teacher training" (EMW) is the differentiated description and longitudinal modelling of process and result variables of the educational science (synonym: pedagogical) segments of university teacher training, in order to be able to make statements on effectiveness that have so far been lacking.

Further information can be found on the project homepage.

Project management: Prof. Dr. Johannes König (University of Cologne) & Prof. Dr. Martin Rothland (University of Siegen)

Project duration: since October 2011

Literature (selection):
Klemenz, S., & König, J. (2019). Modellierung von Kompetenzniveaus im pädagogischen Wissen bei angehenden Lehrkräften: Zur kriterialen Beschreibung von Lernergebnissen der fächerübergreifenden Lehramtsausbildung. Zeitschrift für Pädagogik, 65(3), 355-377.

Klemenz, S., König, J., & Schaper, N. (2019). Learning opportunities in teacher education and proficiency levels in general pedagogical knowledge: new insights into the accountability of teacher education programs. Educational Assessment, Evaluation and Accountability, 31(2), 221-249.

König, J. (2017). Motivations for teaching and relationship to general pedagogical knowledge. In S. Guerriero (ed.), Pedagogical Knowledge and the Changing Nature of the Teaching Profession (pp. 119-135). OECD Publishing, Paris. Download PDF

LtP - Learning to Practice. The practical teacher training semester under scrutiny

At the Universities of Paderborn, Siegen and Cologne, site-specific research projects were launched with the comprehensive introduction of the practical teacher training semester in North Rhine-Westphalia in the summer semester of 2015. These projects record longitudinally central process and result variables of the practical semester and deal with questions on the competence development of teacher trainees in this time.

Further information can be found on the project homepage.

Project management: Prof. Dr. Johannes König (University of Cologne), Prof. Dr. Martin Rothland (University of Siegen), Prof. Dr. Niclas Schaper (University of Paderborn)

Project duration: Seit Juni 2015

Literature (selection):
König, J., Rothland, M., & Schaper, N. (Hrsg.) (2018). Learning to Practice, Learning to Reflect? Ergebnisse aus der Längsschnittstudie LtP zur Nutzung und Wirkung des Praxissemesters in der Lehrerbildung. Wiesbaden: Springer VS.

Future strategy for teacher education: Field of action “quality assurance”

Quality assurance is one of four fields of action of the Cologne project "Future Strategy for Teacher Education Cologne - Shaping Heterogeneity and Inclusion", which is funded within the framework of the "Quality Offensive Teacher Education". The overall coordination of quality assurance is integrated into the IZeF. The quality assurance consists of four components:

  1. At an overarching level (macro level), a university-wide education monitoring (Bilmo) of teacher education at the University of Cologne has been carried out annually since 2016. The aim is to obtain a comprehensive picture of the acquisition of competences during the entire teacher training at the University of Cologne as well as in the preparatory service and in the first professional years. The focus is therefore on a) the recording of the competence development of student teachers as well as trainee teachers and teacher candidates and b) the recording of learning opportunities as conditions for competence development. Thematically, the reference disciplines of educational science and subject didactics are taken into account in the surveys as well as a series of affective-motivational competence characteristics such as professional motivation and career plans, convictions and attitudes.
  2. Specific, innovative measures are analysed on a micro-level of teacher education. The focus is on media-supported teaching-learning innovations, such as learning with instructional videos using the ViLLA database or teaching offers for the acquisition of digital competences. In addition, the coordination, mutual exchange and discussion of evaluations was facilitated within the framework of meetings of participating actors from the ZuS team under the leadership of the quality assurance field of action.
  3. In order to be able to scientifically investigate specific innovations in the context of ZuS, new competence tests are being developed with which specific competences of student teachers can be recorded. The tests are used in various ways in educational monitoring (point 1) as well as in evaluations at the micro level (point 2) to assess learning outcomes in teacher training at the University of Cologne or to analyse the learning effectiveness of individual innovative ZuS measures. The focus is on the target dimensions of ZuS (inclusion, digitalisation, language education) or goes beyond this and concerns e.g. research-based learning in the practical semester.
  4. Utilisation and dissemination: The data collected is widely used by the quality assurance team, but is also made available to other interested parties on request. Results are widely disseminated. In addition to scientific publications and conference papers, findings are published in press releases or reports.

Further information can be found on the project homepage.

Head of the quality assurance field of action: Prof. Dr. Johannes König (University of Cologne)

Press releases and information (selection):

Scientific publications (selection):

Depaepe, F., & König, J. (2018). General pedagogical knowledge, self-efficacy and instructional practice: Disentangling their relationship in pre-service teacher education. Teaching and Teacher Education, 69, 177-190. Download PDF

König, J., Darge, K., & Kramer, C. (2020). Kompetenzentwicklung im Praxissemester: Zur Bedeutung schulpraktischer Lerngelegenheiten auf den Erwerb von pädagogischem Wissen bei Lehramtsstudierenden. Zeitschrift für Erziehungswissenschaft (Edition). Download PDF

König, J., Doll, J., Buchholtz, N., Förster, S., Kaspar, K., Rühl, A.-M., Strauß, S., Bremerich-Vos, A., Fladung, I., & Kaiser, G. (2018). Pädagogisches Wissen versus fachdidaktisches Wissen? Struktur des professionellen Wissens bei angehenden Deutsch-, Englisch- und Mathematiklehrkräften im Studium. Zeitschrift für Erziehungswissenschaft, 21(3), 1-38. Download PDF

König, J., Jäger-Biela, D., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622. Download PDF

König, J., Gerhard, K., Melzer, C., Rühl, A.-M., Zenner, J., & Kaspar, K. (2017). Erfassung von pädagogischem Wissen für inklusiven Unterricht bei angehenden Lehrkräften: Testkonstruktion und Validierung. Unterrichtswissenschaft, 45(4), 223-242. Download

Kramer, C., König, J., Strauß, S., & Kaspar, K. (2020). Classroom videos or transcripts? A quasi-experimental study to assess the effects of media-based learning on pre-service teachers' situation-specific skills of classroom management. International Journal of Educational Research, 103. Download PDF

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