Abstract
Providing instructional explanations is a core component of effective instruction and an important teaching skill. Teaching skills are generally regarded as learnable, and teacher education programs aim to improve teachers’ professional competences. In this study, we analyze to what extent explaining skills can be fostered during teacher education at university by means of a specific training module. We designed a training (university module) for prospective economics teachers at vocational schools (candidates in a Master’s teaching program). By means of videotaped simulated interactions at two measurement points, we analyzed the development of teacher candidates’ explaining skills. Teacher candidates were asked to explain the neoclassical supply and demand model (treatment group: n = 48; control group: n = 30) to an actor playing the role of a school student. The quality of the explanations was operationalized in respect of five aspects of successful explanations, which were derived from a literature review: (1) Content, (2) Student-teacher interaction, (3) Process structure, (4) Representation, and (5) Language. The results show that there was a treatment effect on the development of the Process structure aspect, while Student-teacher interaction appeared to develop “naturally” through experience, regardless of participation in the training. The quality aspects Content, Representation, and Language appeared stable over time. Hence, the findings show that some aspects of explaining skills are learnable even in a short training module. Learning effects are attributable partly to the instructional input received and partly to repeated practice. Both imply the importance of further opportunities to practice instructional explanation in teacher education.
Highlights
This paper aims to contribute to our understanding of this issue by examining the effect of a training course on teacher candidates’ explaining skills
Differences between treatment and control group in t0 are explicable by the more committed nature of a graded university module compared with voluntary participation. This explains the higher variance of explaining skills in the control group compared with the treatment group
This study investigated the extent to which a specific treatment improved teacher candidates’ explaining skills
Summary
Current research on teaching and instruction emphasizes the importance of teaching quality for learner achievement. In order to test our hypotheses, we used a mixed ANOVA that combined analysis of dependent within-subjects factors (repeated-measured variables: in this case, teacher candidates’ explaining skills at two points in time) with independent between-subjects factors (in this case, treatment group [module participants] vs control group). This design allowed us to differentiate between group effects (differences between treatment and control group), time effects (development over time), and interaction effects (time × group). In order to make sure not to overestimate effects, we applied non-parametric tests (Friedman’s test, Mann-Whitney U test) to assess time effects and group effects on the variable Student-teacher interaction
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