Preservice Teachers’ Teaching Behavior and Pupils’ Academic Engagement: A Potential Evidence-Based Standard for Assessment in Teacher Education?

• In Event: On the Effectiveness of Educational Factors: Do Tracking, Teaching, Caring, Equity Promotion, and Policy Matter?

Abstract

This study examined the level of teaching behaviour, the role of school, classroom and teacher characteristics in teaching behaviour, and the link between teaching behaviour and pupil engagement in pre-service teachers’ classrooms. A sample of 264 pre-service teachers and their pupils from 64 secondary schools throughout the Netherlands was included. We used a validated observation instrument to measure teaching behaviour and pupil engagement. Multilevel modelling was used. Results revealed the quality of pre-service teachers’ behaviour is below that of experienced teachers. Class size and (partly) teacher gender explain differences in the quality of teaching behaviour. All domains of teaching behaviour are important for pupil engagement, with classroom management and clarity of instruction having stronger impact on engagement than other domains.

Authors

• Michelle Helms-Lorenz, University of Groningen

• Ridwan Maulana, University of Groningen

• Wim van de Grift, University of Groningen