Selbstwirksamkeitsüberzeugungen von angehenden und berufstätigen Grundschullehrkräften zum Umgang mit sprachlicher Heterogenität
Stangen I, Lange SD, Pohlmann-Rother S, Doll J (2022)
Publication Type: Journal article
Publication year: 2022
Journal
Pages Range: 649-672
Journal Issue: 5
Abstract
The aim of this article is to investigate the relationship between self-efficacy beliefs about linguistic diversity and learning opportunities used in academic studies or in-service training. To this end, primary school teaching students undertaking Bachelor’s and Master’s degrees (N = 255 and N = 189 respectively), as well as working primary school teachers (N = 123), were surveyed with the LSWSH scale on the dimensions ‘teaching’, ‘diagnosing’ and ‘general LSWSH’ (which addresses the conviction of that one is to compensate for a possible lack of familial support). In addition, a questionnaire was administered to investigate the thematic and practical learning opportunities used. Regression analysis showed that both the phase of study or occupation and use of the learning opportunities contributed significantly to the variance explanation in all three dimensions, whereby this only applied to the thematic learning opportunities in the dimension ‘general LSWSH’.
Involved external institutions
Germany (DE)How to cite
APA:
Stangen, I., Lange, S.D., Pohlmann-Rother, S., & Doll, J. (2022). Selbstwirksamkeitsüberzeugungen von angehenden und berufstätigen Grundschullehrkräften zum Umgang mit sprachlicher Heterogenität. Zeitschrift für Pädagogik, 5, 649-672.
MLA:
Stangen, Ilse, et al. "Selbstwirksamkeitsüberzeugungen von angehenden und berufstätigen Grundschullehrkräften zum Umgang mit sprachlicher Heterogenität." Zeitschrift für Pädagogik 5 (2022): 649-672.
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