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In: Modeling and Measuring Competencies in Higher Education
In: Bildungsstandards
In: Handbook of Moral Motivation
In: Handbook of Moral Motivation
In: Kohlberg Revisited
In: Kohlberg Revisited
In: Competence Oriented Teacher Training

The present study is part of a broader project on the development, validation and assessment of teaching standards for vocational school teachers. Using the results of three independent studies, 45 competence profiles for vocational teachers were worked out and grouped into the 4 main content-domains of 1) teaching-related standards, 2) learning process-related standards, 3) learning environment-related standards and 4) self-management/cooperation-related standards. The main purpose of the present study (N=853) was to explore whether psychological variables such as teacher identity, teacher self-efficacy, dissatisfaction with the cooperativeness within the school and occupational satisfaction affect the evaluation of teaching standards. Teachers, politicians, school inspectors, school directors, praxis consultants and educational scientists were requested to evaluate each standard with reference to their importance, frequency of use (application frequency), difficulty of application and relevance for teacher education. Evaluations were given on 4-point Likert scales presented within the same standardized questionnaires that contained the items to assess the psychological dimensions. One of the main hypotheses was that teacher self-efficacy and teacher identity would correlate positively with ratings of importance, relevance for teacher education and application frequency of learning process-related, cooperation-related and self-management standards. We assumed further that teacher self-efficacy and teacher identity correlate negatively with ratings of difficulty of application of these standards. Results support our hypotheses, thus suggesting that teachers’ evaluations of teaching standards are influenced by self-esteem, teacher identity and variables related to professional satisfaction. Teacher’s evaluations of teaching standards are therefore biased estimations of the “true” characteristics of standards. Research on standards should consequently take into account these variables while attempting to define competence profiles or teaching standards based on the input that comes from praxis experts.

In: Teachers' Professional Development