Eveline Wuttke

Förderung der Problemlösefähigkeit und der Motivation durch Selbstorganisiertes Lernen

Unsere Gesellschaft befindet sich in einem immer schnelleren Wandel von der Industriegesellschaft hin zur Informationsgesellschaft. Dieser Wandel; hervorgerufen durch die Neuerungen der Informations- und Kommunikationstechnologie, geht einher mit okonomischen und gesellschaftlichen Entwicklungstendenzen wie z.B. der Globalisierung und Internationalisierung der Markte sowie einer Infragestellung traditioneller Werte. Bestimmte Elemente individueller Identitat wie z.B. Selbstverwirklichung, Freizeitwerte und Zeitsouveranitat gewinnen an Bedeutung (Schunck 1993). Daruber hinaus ist zu bedenken, dass sich im Rahmen dieser Umwalzungen die Halbwertzeit von Wissen, speziell von Fachwissen, dramatisch verkurzt hat. Der Arbeitnehmer muss deshalb kontinuierlich (lebenslang) neues Wissen und aktuelle Kompetenzen erwerben (Sembill 2000 b).

Diagnostic Competence of (Prospective) Teachers in Vocational Education

Diagnostic competence is considered an important facet of teacher competence that can have a positive impact on learning processes and the performance of students (KMK, 2004; Bruder et al., 2010).

Professional Competence of Prospective Teachers in Business and Economics Education: Evaluation of a Competence Model Using Structural Equation Modeling.

Teacher competence is crucial for quality of teaching and learner achievement. Competency models and competence measurement are prevalent in domains such as the natural sciences and lacking in others. We conducted our research in the field of business and economics education by focusing on the accounting domain because it is key to a deep understanding of the economic context and the development of economics competence. To teach well, teachers require professional knowledge, which is mainly composed of content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK). Our competence model comprises the cognitive component of professional knowledge and the noncognitive components of beliefs, self-efficacy, and self-regulation. To measure competence in competence of prospective teachers, we employed novel instruments to test for professional knowledge and beliefs as well as established ones to test for self-regulation and self-efficacy. The sample consists of 1,152 students at 24 German universities. The structure of the competence model was tested. Results suggest that professional competence in accounting has at least four distinct dimensions (CK, PCK, beliefs, and self-regulation aspects).

Financial Literacy of Adolescents and Young Adults: Setting the Course for a Competence-Oriented Assessment Instrument

This chapter presents research activities that aimed at contributing to an educationally sound financial literacy assessment for adolescents and young adults. In particular, it describes the development and pilot testing of a first version of a competence-oriented assessment instrument involving 198 secondary students in Germany. The instrument mainly consists of 23 test items that intended to mirror different phases of financial decisions. Moreover, self-reports on motivational and attitudinal aspects as well as questions on students’ socio-demographic background were included. The study intended to exemplarily test the items on financial literacy. The results of the pilot testing are reported and discussed with regard to implications for further development of the assessment instrument.

Silence is Silver, Talk is Gold? Analysis of Classroom Talk in A Learner Centred Setting

In one of our studies we asked students about the nature of their classroom communication. Amongst others we got the following answer (and some very similar versions of it): “… Oh well, what can I say. It—s always the same. We sit around in our classroom. And the teacher talks non-stop. And we try not to fall asleep. Sometimes we do, though … The only chance we get to say something is, when teachers ask questions and we are supposed to answer them. And then it has to be exactly the answer our teachers expect. Otherwise they won—t accept it.”

Der Einsatz von Videovignetten in der wirtschaftspädagogischen Forschung: Messung und Förderung von fachwissenschaftlichen und fachdidaktischen Kompetenzen angehender Lehrpersonen

Neben der Frage, wie professionelle Kompetenzen von Lehrkraften zu modellieren sind, geht es aktuell vermehrt um die Moglichkeiten und Grenzen von Testinstrumenten zur Kompetenzmessung. Dabei werden insbesondere solche Instrumente gefordert, mit denen eine Erfassung der Qualitat von Handlungen in authentischen Situationen moglich wird. Die im vorliegenden Beitrag diskutierten Moglichkeiten von Videovignetten greifen diese Forderung auf. Es wird exemplarisch gezeigt, dass mit Hilfe von Videovignetten handlungsnahe Erhebungssituationen geschaffen werden konnen. Mit Blick auf fachdidaktische Kompetenzen von angehenden Lehrkraften an kaufmannischen Schulen wird mittels des Einsatzes von Videovignetten gepruft, welche Handlungsstrategien Probanden benennen konnen. Dabei steht der lernforderliche Umgang mit Fehlersituationen im Rechnungswesenunterricht im Blickpunkt.

Modeling and Measurement of Teacher Competence: Old Wine in New Skins?

In the last decade, there is an increasing discussion on teaching quality and teachers’ professional competence (e.g., Cochran-Smith M, Teach Teach Educ 17:527–546, 2001). International comparative studies such as the Teacher Education and Development Study in Mathematics (TEDS-M) and the Mathematics Teaching in the twenty-first century study (MT21) reveal that German preservice and in-service teachers lack central competence facets (e.g., content knowledge, pedagogical content knowledge; cf. Blomeke S, Felbrich A, Muller C, Erziehungswissenschaftliches Wissen am Ende der Lehrerausbildung. In: Blomeke S, Kaiser G, Lehmann R (eds) Professionelle Kompetenz angehender Lehrerinnen und Lehrer. Wissen, Uberzeugungen und Lerngelegenheiten deutscher Mathematik-Studierender und -Referendare – erste Ergebnisse zur Wirksamkeit der Lehrerausbildung. Waxmann, Munster, pp 195–217, 2008, Blomeke S, Kaiser G, Lehmann R (eds) Professionelle Kompetenz angehender Lehrerinnen und Lehrer – Wissen, Uberzeugungen und Lerngelegenheiten deutscher Mathematikstudierender und -referendare. Erste Ergebnisse zur Wirksamkeit der Lehrerbildung. Munster (et al.), Waxmann, Munster, 2010). These findings suggest that teacher education programs fail to successfully prepare student teachers for their tasks. A central problem is that – even if there is an increasing amount of studies on preservice teachers’ competence – research on vocational teachers’ competence in the domain of business and economic education is so far scarce. So the key issue of this chapter is to provide an overview of research activities in this field of interest. To do so, the chapter will start from a broad perspective with a look back on the origins of competence-based teacher education (CBTE). The focus will be on competence definitions, modeling, and measurement in teacher education. Approaches will be presented and discussed critically (Sect. 41.2). It must be stated that the early approaches were not successful because of a lack of conceptual clarity and precision as well as a weakness of the empirical foundation (for a critical assessment of CBTE initiatives, see Mulder M, Weigel T, Collins K, J Vocat Educ Train 591:65–85, 2007).

Mode Effects in Correcting Students’ Errors: A Comparison of Computer-Based and Paper-Pencil Tests

Computer-based testing (CBT) is considered to have several advantages compared with paper-pencil-based tests (PPT). It allows the embedding of different formats (e.g. audio and video files), quick and (semi-)automatic scoring and therefore opportunities for adoptions, measuring of additional information, such as response times, inclusion of a broader variety of test subjects as well as the avoidance of errors in data transmission (e.g. ambiguous and illegible information) and analysis. Overall, it is generally accepted that CBT saves resources such as time, materials and personnel in comparison to PPT situations. Against this background we favour the CBT approach for data collection. Nevertheless, CBT also entails several disadvantages that need to be considered, such as hardware or software problems (e.g. freezing, crashing, display errors, or when the same content is displayed differently). In addition, influencing factors conditioned not only by the technical aspects of a CBT situation but also due to individual characteristics of the participants, are discussed in the literature. Main concerns in using CBT address questions of comparability and equivalence of paper-pencil testing (PPT) and computer based testing (CBT), which has provoked a long history of research with regard to so-called mode effects. To answer the question whether the tests used to evaluate the training programme for prospective teachers can be used in CBT as well as in PPT, we conducted a pilot study and analysed whether mode effects exist. Results indicate that there is no systematic influence of the testing mode on test persons’ performance.

Economic competence and financial literacy of young adults. Status and challenges

This book will concentrate on economic competence and financial literacy of young adults in the US, Europe and South America. The subjects of the research are mainly individuals who have begun an apprenticeship or university education. Economic competence and financial literacy are of special interest for this group because they are usually in the unique position of being responsible for managing their own financial affairs autonomously, often for the first time. Furthermore, economic competence is key to social participation and active citizenship. (DIPF/Orig.)

Teacher Training as a Contribution to Teachers’ Professional Development: Conclusions from a Research Programme to Foster Professional Error Competence in Accounting

The following chapter represents a brief conclusion of the present book and it brings together the key findings of our research programme on teachers’ professional error competence. The structure of the book is as follows: Chap. 1 outlined the underlying understanding of teachers’ professional competence in general and the professional error competence (PEC) in particular. Next, in order to elaborate the necessity of a training programme for PEC, empirical findings on teachers’ PEC were presented in Chap. 2. Chapter 3 detailed the development of a training programme and highlighted key issues of the intervention. For the evaluation of the training programme we used computer-based testing. To control the effects of such a test format, a pilot study was conducted (Chap. 4) that examines potential mode effects (computer based testing vs. paper-pencil). Chapter 5 described the evaluation study design as well as the key findings of three studies representing the steps towards “best practice”. Taking into account that teachers’ motivation could influence the evaluation results, Chap. 6 offered a brief overview on the research of teachers’ training motivation as well as empirical findings with regard to our research. Finally, in the conclusion section (Chap. 7) we briefly summarise the main insights of the studies and give an outlook on further research in this field of interest.