Chair of Teaching Research and Teacher Education at the Ludwig Maximilians University in Munich/GermanyResearch interests: Inclusion, teacher education, diversity at school, teaching research
Welche Anforderungen müssen Grundschullehrkräfte in ihrer beruflichen Tätigkeit bewältigen? Mitte... more Welche Anforderungen müssen Grundschullehrkräfte in ihrer beruflichen Tätigkeit bewältigen? Mittels Gruppendiskussionen wird das Defizit einer fehlenden Erfassung bzw. Spezifizierung von Anforderungen des Grundschullehrerberufs aus der Perspektive von Lehrkräften sowie in der Lehrerausbildung tätigen Personen aufgegriffen. Für die Entwicklung eines Anforderungsprofils für Grundschullehrkräfte werden soziale und personale Fähigkeiten übereinstimmend hoch gewichtet, fachliche und methodische dem untergeordnet. Die Ergebnisse werden in Hinblick auf die Lehrerausbildung diskutiert. (DIPF/Orig.)
Trotz fehlender empirischer Befundlage wird pädagogischen Vorerfahrungen vor Studienbeginn erhebl... more Trotz fehlender empirischer Befundlage wird pädagogischen Vorerfahrungen vor Studienbeginn erhebliche Relevanz für die Studienwahl u.a. in Lehramtsstudiengängen zugesprochen, die häufig mit entsprechenden Vergünstigungen einhergeht. Ebenso lässt sich kaum eine Aussage darüber treffen, ob sich solche Vorerfahrungen in der Motivstruktur angehender Lehrkräfte widerspiegeln. Die Ergebnisse der vorliegenden Studie weisen darauf hin, dass kein direkter Einfluss pädagogischer Vorerfahrungen, erfasst durch den Erfolg und die darin empfundene Freude, auf die Berufswahlmotivation und -intention vorliegt. Die Rechtfertigung der hohen Gewichtung pädagogischer Vorerfahrungen in universitären Auswahlverfahren sollte daher kritisch überprüft werden. (DIPF/Orig.)
Tertium Comparationis : Journal for Comparative and Multicultural Education, Apr 1, 2018
This paper presents a methodological solution to a main challenge quantitative research has to me... more This paper presents a methodological solution to a main challenge quantitative research has to meet: The construction of measurement equivalence. Using an international research project investigating future teachers' career choice motives, the paper demonstrates a validation approach for scales obtained from confirmatory factor analysis across countries. Measurement invariance analyses provide information on whether cross-country differences result from differences among the latent factors or from a different understanding of the quantitative instrument applied. Thus, the methodological approach helps to ensure the validity of quantitative transnational research by incorporating the demand for comparability into the instrument. The results show country specific differences among future teachers' career choice motives that can be linked to different political and social framework conditions, including the appreciation of altruistic motives, working conditions or the universit...
The assessment of the quality of inclusive schools is an instrument for evaluating five quality l... more The assessment of the quality of inclusive schools is an instrument for evaluating five quality levels of inclusive school development and was derived on the basis of the more comprehensive instrument for the external rating of schools the "Quality scale of inclusive school development" (QU!S). The QU!S was developed by Heimlich, Wilfert, Ostertag and Gebhardt (2018) and used in research (Heimlich, Kahlert, Lelgemann, & Fischer 2016). It is based on an ecological multi-level model of inclusive school development (Heimlich, 2003; 2019). The implementation of an inclusive education system is one of the central demands of the UN-Convention on the Rights of Persons with Disabilities 2009. Accordingly, quality of schools must also be measured by the degree of implementation of inclusion. Data-supported feedback loops are helpful to identify the current status of implementation as well as the progress of implementation and the identification of possible problem areas. QU!S sees ...
Zusammenfassung Die vorliegende Studie vergleicht Berufswahlmotive angehender Lehrkräfte an Regel... more Zusammenfassung Die vorliegende Studie vergleicht Berufswahlmotive angehender Lehrkräfte an Regel-und För-derschulen (n = 1490) unter Berücksichtigung der verschiedenen sonderpädagogischen Fach-richtungen. Durch Cluster-und Diskriminanzanalysen werden drei unterschiedliche Gruppen bezüglich der Motive ermittelt. Es zeigt sich kein spezifisches Motivprofil, das ausschließlich Studierende der sonderpädagogischen Lehramtsstudiengänge charakterisiert und diese von de-nen der Regelschularten abhebt. Es gibt aber auch nicht die eine Motivstruktur, die alle Fach-richtungen gleichermaßen kennzeichnet. Studierende der sonderpädagogischen Förderschwer-punkte Hören und Sprache verteilen sich weitgehend gleich auf alle Cluster. Viele angehende Lehrkräfte der Förderschwerpunkte Geistige Entwicklung sowie Emotionale und soziale Ent-wicklung zeichnen sich gegenüber den anderen Schwerpunkten durch eine stärker intrinsisch geprägte Motivstruktur aus. Die Ergebnisse werden mit Blick auf die Lehreraus...
Journal of Emotional and Behavioral Disorders, 2020
In this study, critical situations relating to students with emotional and behavioral problems in... more In this study, critical situations relating to students with emotional and behavioral problems in inclusive German secondary schools were analyzed. The objective was to identify behaviors and behavioral patterns that impede or even terminate the inclusive education of students with emotional and behavioral disorders. Critical situations, their antecedent conditions, and consequences were collected using Flanagan’s critical incident technique in group discussions with teachers ( N = 77). The situations were categorized using qualitative content analysis. Students’ behaviors in the critical incidents were disruptive behaviors, displays of aggression toward classmates, and behaviors perceived as unusual. A distinctive category involved situations on students enjoying special treatment because more favorable conditions for examinations were provided and misbehaviors were handled in lenient ways. This elicited feelings of unfair advantage from other students and had an adverse impact on ...
Technology acceptance models presuppose that technology users have clearly defined attitudes towa... more Technology acceptance models presuppose that technology users have clearly defined attitudes toward technology, which is not necessarily true. Complementary, social‐psychological research proposes attitude strength (AS), a construct that has been so far insufficiently examined in the context of technology acceptance. Attitudes toward technology might become weaker after frequent changes in the used technology. This study examines the relationships between AS and educational technology acceptance predictors. In the case of N = 225 German undergraduate students of Educational Sciences, “millennials” using the learning management system Moodle, and based on structural equations modeling (SEM) and fuzzy set qualitative comparative analysis (fsQCA), we found significant relationships between AS and acceptance predictors. Further results suggest two situations leading to technology acceptance, one in which students are performance‐oriented and comply with faculty recommendations; the othe...
The present study investigated the requirements for teaching students with moderate and severe in... more The present study investigated the requirements for teaching students with moderate and severe intellectual disabilities in inclusive and special education settings, emphasising the skills, knowledge and attitudes that teachers need. Drawing on investigative group discussions with teachers and principals, qualitative content analysis was used to categorise these skills, knowledge and attitudes. Key requirements in teaching this student population include skills to implement individualised and differentiated teaching, as well as creating individually adapted learning materials. Leadership and counselling abilities are also required in order to ensure successful collaboration between different actors by clarifying roles and hierarchies and negotiating work distribution and expectations. The teacher–student relationship should be characterised by an attitude of appreciation, openness and, in particular, a focus on the positive, regardless of the student’s behaviour, requiring a balance...
Welche Anforderungen müssen Grundschullehrkräfte in ihrer beruflichen Tätigkeit bewältigen? Mitte... more Welche Anforderungen müssen Grundschullehrkräfte in ihrer beruflichen Tätigkeit bewältigen? Mittels Gruppendiskussionen wird das Defizit einer fehlenden Erfassung bzw. Spezifizierung von Anforderungen des Grundschullehrerberufs aus der Perspektive von Lehrkräften sowie in der Lehrerausbildung tätigen Personen aufgegriffen. Für die Entwicklung eines Anforderungsprofils für Grundschullehrkräfte werden soziale und personale Fähigkeiten übereinstimmend hoch gewichtet, fachliche und methodische dem untergeordnet. Die Ergebnisse werden in Hinblick auf die Lehrerausbildung diskutiert. (DIPF/Orig.)
Trotz fehlender empirischer Befundlage wird pädagogischen Vorerfahrungen vor Studienbeginn erhebl... more Trotz fehlender empirischer Befundlage wird pädagogischen Vorerfahrungen vor Studienbeginn erhebliche Relevanz für die Studienwahl u.a. in Lehramtsstudiengängen zugesprochen, die häufig mit entsprechenden Vergünstigungen einhergeht. Ebenso lässt sich kaum eine Aussage darüber treffen, ob sich solche Vorerfahrungen in der Motivstruktur angehender Lehrkräfte widerspiegeln. Die Ergebnisse der vorliegenden Studie weisen darauf hin, dass kein direkter Einfluss pädagogischer Vorerfahrungen, erfasst durch den Erfolg und die darin empfundene Freude, auf die Berufswahlmotivation und -intention vorliegt. Die Rechtfertigung der hohen Gewichtung pädagogischer Vorerfahrungen in universitären Auswahlverfahren sollte daher kritisch überprüft werden. (DIPF/Orig.)
Tertium Comparationis : Journal for Comparative and Multicultural Education, Apr 1, 2018
This paper presents a methodological solution to a main challenge quantitative research has to me... more This paper presents a methodological solution to a main challenge quantitative research has to meet: The construction of measurement equivalence. Using an international research project investigating future teachers' career choice motives, the paper demonstrates a validation approach for scales obtained from confirmatory factor analysis across countries. Measurement invariance analyses provide information on whether cross-country differences result from differences among the latent factors or from a different understanding of the quantitative instrument applied. Thus, the methodological approach helps to ensure the validity of quantitative transnational research by incorporating the demand for comparability into the instrument. The results show country specific differences among future teachers' career choice motives that can be linked to different political and social framework conditions, including the appreciation of altruistic motives, working conditions or the universit...
The assessment of the quality of inclusive schools is an instrument for evaluating five quality l... more The assessment of the quality of inclusive schools is an instrument for evaluating five quality levels of inclusive school development and was derived on the basis of the more comprehensive instrument for the external rating of schools the "Quality scale of inclusive school development" (QU!S). The QU!S was developed by Heimlich, Wilfert, Ostertag and Gebhardt (2018) and used in research (Heimlich, Kahlert, Lelgemann, & Fischer 2016). It is based on an ecological multi-level model of inclusive school development (Heimlich, 2003; 2019). The implementation of an inclusive education system is one of the central demands of the UN-Convention on the Rights of Persons with Disabilities 2009. Accordingly, quality of schools must also be measured by the degree of implementation of inclusion. Data-supported feedback loops are helpful to identify the current status of implementation as well as the progress of implementation and the identification of possible problem areas. QU!S sees ...
Zusammenfassung Die vorliegende Studie vergleicht Berufswahlmotive angehender Lehrkräfte an Regel... more Zusammenfassung Die vorliegende Studie vergleicht Berufswahlmotive angehender Lehrkräfte an Regel-und För-derschulen (n = 1490) unter Berücksichtigung der verschiedenen sonderpädagogischen Fach-richtungen. Durch Cluster-und Diskriminanzanalysen werden drei unterschiedliche Gruppen bezüglich der Motive ermittelt. Es zeigt sich kein spezifisches Motivprofil, das ausschließlich Studierende der sonderpädagogischen Lehramtsstudiengänge charakterisiert und diese von de-nen der Regelschularten abhebt. Es gibt aber auch nicht die eine Motivstruktur, die alle Fach-richtungen gleichermaßen kennzeichnet. Studierende der sonderpädagogischen Förderschwer-punkte Hören und Sprache verteilen sich weitgehend gleich auf alle Cluster. Viele angehende Lehrkräfte der Förderschwerpunkte Geistige Entwicklung sowie Emotionale und soziale Ent-wicklung zeichnen sich gegenüber den anderen Schwerpunkten durch eine stärker intrinsisch geprägte Motivstruktur aus. Die Ergebnisse werden mit Blick auf die Lehreraus...
Journal of Emotional and Behavioral Disorders, 2020
In this study, critical situations relating to students with emotional and behavioral problems in... more In this study, critical situations relating to students with emotional and behavioral problems in inclusive German secondary schools were analyzed. The objective was to identify behaviors and behavioral patterns that impede or even terminate the inclusive education of students with emotional and behavioral disorders. Critical situations, their antecedent conditions, and consequences were collected using Flanagan’s critical incident technique in group discussions with teachers ( N = 77). The situations were categorized using qualitative content analysis. Students’ behaviors in the critical incidents were disruptive behaviors, displays of aggression toward classmates, and behaviors perceived as unusual. A distinctive category involved situations on students enjoying special treatment because more favorable conditions for examinations were provided and misbehaviors were handled in lenient ways. This elicited feelings of unfair advantage from other students and had an adverse impact on ...
Technology acceptance models presuppose that technology users have clearly defined attitudes towa... more Technology acceptance models presuppose that technology users have clearly defined attitudes toward technology, which is not necessarily true. Complementary, social‐psychological research proposes attitude strength (AS), a construct that has been so far insufficiently examined in the context of technology acceptance. Attitudes toward technology might become weaker after frequent changes in the used technology. This study examines the relationships between AS and educational technology acceptance predictors. In the case of N = 225 German undergraduate students of Educational Sciences, “millennials” using the learning management system Moodle, and based on structural equations modeling (SEM) and fuzzy set qualitative comparative analysis (fsQCA), we found significant relationships between AS and acceptance predictors. Further results suggest two situations leading to technology acceptance, one in which students are performance‐oriented and comply with faculty recommendations; the othe...
The present study investigated the requirements for teaching students with moderate and severe in... more The present study investigated the requirements for teaching students with moderate and severe intellectual disabilities in inclusive and special education settings, emphasising the skills, knowledge and attitudes that teachers need. Drawing on investigative group discussions with teachers and principals, qualitative content analysis was used to categorise these skills, knowledge and attitudes. Key requirements in teaching this student population include skills to implement individualised and differentiated teaching, as well as creating individually adapted learning materials. Leadership and counselling abilities are also required in order to ensure successful collaboration between different actors by clarifying roles and hierarchies and negotiating work distribution and expectations. The teacher–student relationship should be characterised by an attitude of appreciation, openness and, in particular, a focus on the positive, regardless of the student’s behaviour, requiring a balance...
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Papers by Ewald Kiel