Developing adaptive teaching competency through coaching

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Resource type
Journal Article
Status
Published
Recommended form of citation (APA)
Vogt, F., & Rogalla, M. (2009). Developing adaptive teaching competency through coaching. Teaching and Teacher Education, 25(8), 1051–1060. https://doi.org/10.18747/PHSG-coll3/id/143
Author(s)
Vogt, Franziska orcid-logo
Rogalla, Marion 
DOI
10.18747/PHSG-coll3/id/143
External DOI
https://doi.org/10.1016/j.tate.2009.04.002
External Link
http://www.sciencedirect.com/science/article/pii/S0742051X09000924
PHSG Organisation name
Institut Frühe Bildung 0 bis 8 
Institut Pädagogische Psychologie 
Project(s)
Adaptive Lehrkompetenz. Analyse von Struktur, Veränderbarkeit und Wirkung handlungssteuernden Lehrerwissens 
License Condition
by-nc-nd/4.0/
License
https://creativecommons.org/licenses/by-nc-nd/4.0/
Proforis OA-status
Green OA - accepted version
Permalink
https://proforis.phsg.ch/handle/20.500.14111/3075
File(s)
Topic PHSG
Frühe Bildung 0 bis 8
Pädagogische Psychologie
Subjects
Fields of Science and Technology (OECD)
Education, general (including training, pedagogy, didactics)
Psychology (including human - machine relations)
Abstract
The research project Adaptive Teaching Competency seeks to conceptualise the processes of tuning teaching to individual students' learning needs and to empirically test, within the field of science teaching, to what extent Adaptive Teaching Competency can be fostered through teacher education. 32 primary and secondary teachers took part in an intervention to foster their Adaptive Teaching Competency based on content-focused coaching whilst 18 teachers formed the control group. Teachers receiving the coaching increased their Adaptive Teaching Competency with regard to planning and their students showed a higher learning outcome compared to the control group.
Version
Accepted Version
Access Rights
Open Access
License Condition
by-nc-nd/4.0/
Rights Holder
Publisher
Copyright-Statement
Dies ist die finale Fassung (acceptedVersion/Post-Print/accepted manuscript(AM)) der Autoren und Autorinnen. Die vom Verlag veröffentlichte Fassung (published version/version of record (VoR)/Verlags-pdf) ist zugänglich via https://doi.org/10.1016/j.tate.2009.04.002