Dr. Ivo Steininger
Though typically focused on learners, empirical research on the competence-paradigm is gaining interest in the role of the teacher as well (cf. Gnutzmann/Königs/Küster 2014). Within the field of TEFL, current research is predominantly focussing on the first phase of teacher education (cf. Legutke/Schart 2016). Since competences of English teacher trainees (second phase) have not yet been empirically modelled, the presented explorative study employs qualitative methods to identify components of TEFL-competences and to generate a structural framework by integrating coexisting models and descriptors of the Standards Lehrerbildung, (KMK 2004) and the European Portfolio for Language Teachers in Training (EPOSTL) (Council of Europe 2007).
Designed as a qualitative longitudinal panel analysis (cf. Kromrey/Strübing 2009: 67), the study focuses on a group of seven English teacher trainees throughout the second phase of teacher education. Data is collected through narrative interviews, focussed interviews and written lesson plans and is analysed following principles of inductive qualitative content analysis (cf. Kuckartz 2012) The study applies the following research questions:
- Which textual clues hint at competence development?
- How does competence development change over time within the sample?
- What is the role of educational documents for categorisation (EPOSTL/Standards Lehrerbildung)?
Preliminary results indicate that competence development of English teacher trainees is to be described by increasing complexity of evaluative and diagnostic skills and aptitudes. Insights from the research project are already being applied in classroom contexts at the University of Paderborn, seeking to promote professionalisation of students of TEFL, especially in MA.ed. seminars, such as Begleitseminar Praxisemester, Begleitforschungsseminar and Diagnose und Förderung.
Timeline for Data Collection