Referendare beurteilen. Eine explorative Analyse von Beurteilungsinstrumenten in der Zweiten Phase der Lehrerbildung.

Strietholt R., Terhart E.

Zusammenfassung

The issue of the possibilities of a reliable assessment of the professional competences of teachers is being discussed controversially not only in the scientific debate but also within teacher associations and among the public. This debate often neglects the fact that an assessment of (prospective) teachers has been taking place for decades: namely within the framework of the second phase of training, the "Referendariat" (teacher training) or teaching practice. Following a short survey of recent research results regarding the present situation in the "second phase", the authors report on a research project analyzing the assessment patterns and manuals used by instructors (heads of departments, heads of seminars for advanced students) during the "second phase". On the basis of 201 assessment patterns and 87 additional questionnaires on the development and application of these patterns, a survey is given on the practice of assessment during the "Referendariat" (teacher training). The results show, among other things, that a large part of these instruments is based on a concept of the teaching profession focussing on instruction, meaning that the breadth of the standards for teacher training is not depicted. With every second instrument it remains unclear how the individual act of assessment is actually carried out. In none of the cases was the test-diagnostic quality of the instruments actually verified. All in all, it becomes clear that with regard to the quality of the processes and instruments of assessment applied during the second phase of teacher training there exists an urgent need for further development.

Projekte, aus denen die Publikation entstanden ist