Kolloquium: Fani Lauermann, Institut für Schulentwicklungsforschung (IFS), Technische Universität Dortmund


Das Zentrum für Lehrer*innenbildung lädt am 09. März 2023 zu einem Kolloquium mit Fani Lauermann zum Thema „Does teacher motivation matter for students' educational outcomes? A closer look at teachers' competence beliefs and self-efficacy" herzlich ein.

Zeit: Donnerstag, 09.03.2023, 16:00 - 18:00 Uhr

Ort: Seminarraum 4, Porzellangasse 4, Stiege 2, 3. Stock, 1090 Wien

Anmeldung: zlb@univie.ac.at


Teachers’ motivational beliefs, such as teachers’ perceived teaching competence and self-efficacy, can shape their professional decision-making and approaches to teaching. However, theorized associations with student outcomes remain elusive. To help clarify these puzzling results, I will first review different conceptualizations of teachers’ competence beliefs and their hypothesized effects on students, and I will focus in particular on student-reported classroom processes and outcomes in authentic K-12 classrooms (Lauerman & Butler, 2021; Lauermann & ten Hagen, 2021; ten Hagen & Lauermann, 2022).

Next, I will present new evidence on within-class heterogeneity of teachers' competence/self-efficacy beliefs ("Can I teach this student?," ten Hagen & Lauermann, 2022) and its potential to explain teachers' differential treatment of students who attend the same classroom (ten Hagen & Lauermann, 2022; under review). This program of research points to considerable ambiguity concerning the conceptualization and assessment of teachers’ competence beliefs in empirical research.

Furthermore, there is a paucity of empirical evidence testing central assumptions about the associations between different types of beliefs about teaching competence, mediating processes such as instructional quality, and student outcomes in authentic K-12 settings.

Finally, within-class heterogeneity of teachers' motivational beliefs and students' educational outcomes has been insufficiently considered in empirical research. I will conclude with a discussion of open questions and directions for future research.