Hußner Isabell, Lazarides Rebecca, Westphal Andrea
Department Erziehungswissenschaft, Professur für Schulpädagogik, Universität Potsdam, Karl-Liebknecht-Straße 24-25, 14476 Potsdam, Deutschland.
Institut für Erziehungswissenschaft, Professur für Interdisziplinäre Lehr-Lernforschung und Schulentwicklung, Universität Greifswald, Steinbeckerstr. 15, 17487 Greifswald, Deutschland.
Z Erziehwiss. 2022;25(5):1243-1266. doi: 10.1007/s11618-022-01072-5. Epub 2022 Mar 3.
In recent months, as a result of the COVID-19 pandemic, universities have had to rapidly move teacher training programs onto online platforms. In order to be able to develop these online formats in an evidence-based way, it is vital to have access to empirical data on the development of professional competencies in student teachers. Key to this is understanding the differences between classroom and online formats in teaching. In the present study, we therefore investigate the extent to which self-efficacy expectations and experiences of stress (burnout) in student teachers develop differently in practice-based face-to-face semesters in schools as compared to the equivalent online semester under the COVID-19 pandemic restrictions. = 240 student teachers ( = 127 online semester; = 113 face-to-face semesters) took part in the longitudinal questionnaire study with a quasi-experimental design. The results indicate a higher increase in self-efficacy expectations in face-to-face formats than in the online formats. There were no group differences with regard to experiences of stress. We discuss the implications of these findings for the further development in teacher training.
近几个月来，由于新冠疫情，大学不得不迅速将教师培训项目转移到在线平台上。为了能够以循证方式开发这些在线形式，获取有关实习教师专业能力发展的实证数据至关重要。关键在于理解教学中课堂形式和在线形式之间的差异。因此，在本研究中，我们调查了与新冠疫情限制下的同等在线学期相比，实习教师的自我效能期望和压力体验（职业倦怠）在学校基于实践的面对面学期中的发展差异程度。240名实习教师（127名参加在线学期；113名参加面对面学期）参与了这项采用准实验设计的纵向问卷调查研究。结果表明，面对面形式的自我效能期望增幅高于在线形式。在压力体验方面没有组间差异。我们讨论了这些发现对教师培训进一步发展的启示。
