Abstracts - Earli

J 1330 August 2007 17:00 - 18:20Room: 0.100BPaper SessionTeacher educationChair:Iván Falus, ELTE University, HungaryAssessing teachers/ counseling-competence: a multicriterial-multimethod approachSilke Hertel, University of Technology Darmstadt, GermanyBernhard Schmitz, University of Technology Darmstadt, GermanyObjectives Counselling parents is a main task of the teacher profession but there is basically noresearch concerning this competence.Or aim was to evaluate a multicriterial-multimethodassessment approach measuring teachers counselling competence and permitting differentiatedperformance feedback and deficit-orientated assignment to specific treatments. Design & MethodThe data was collected during an intervention study (two by two by two(training,reflection,feedback:yes/no)design).Assignment to conditions was randomized orparallized.98 teachers from german schools volunteered to participate.The competence assessmentwas based on six instruments: self-assessment-questionnaire (trait- and state-level,written worksamples,knowledge-testsand ((non-)participating)ratings in simulated counsellinginterviews.Counselling-competencewas operationalized through five criteria identified in prestudies(reflectiveness,cooparative alignement,methods (e.g. verbal strategies,diagnosticcompetence),goal-orientation,criticism-coping.Weconducted analyses of correlations and analysesof variance with repeated measures. Results The instruments were reliable and objective(Alpha>.75;Kappa>.8).The competence measures from different instruments correlatedsignificantly.We found correlations between competence-level and perceived performance incounselling-interviews(trait-level:r=.58***).Thus,teachers with higher counselling-competencehad higher scores for perceived perfomance. Teachers participating in the training improved theircompetence significantly (state-level:F=18,83***;knowledge-test:F=46,4***). Conclusion Thecorrelations of competence measures from different instruments indicate internal valitity.Thecorrelation of competence-level and perceived performance indicate external validity.Teacherscounselling-competence can be improved by a training.Further research should investigateoptimisation potential regarding competence assessment.Remembering our teachers: Retrospective evaluation of teachingRachel Arnon, Beit Berl College, IsraelPnina Frenkel, Levinsky College of Education, IsraelHava Greensfeld, Michlalah Jerusalem College & Beit Rivka College, IsraelEdna Rubin, Achva College of Education, IsraelTali Zeiger, Beit Berl College, IsraelThis study examines the issues raised in memories of excellent and poor teachers, as well as themeta-cognitive dimensions connected with these memories, such as the ease of memory, the lengthof the memory, and the role of the subject in them. Our assumption regarding the importance ofretrospective evaluation is based on prior studies on autobiographical memory. 349 young adultsreceived either an open-ended questionnaire that asked them for written descriptions of one teacherthey remember as "excellent " and one they remember as "terrible" or a "closed" questionnaire in– 558 –