Observed Teaching Behavior During the First Years of Practice: One-Parameter Logistic Model

• In Event: Teaching and Learning in Higher Education: Effects of the Learning Environment on Outcomes

Abstract

The present study study aims to examine: 1) the psychometric quality of an observation measure tapping beginning teachers’ (BT) teaching behavior, 2) the progression model of teaching behavior, and 3) the general level of BTs’ teaching behavior during the first years of practice using teacher effectiveness and learning environments framework. A total of 1,975 BTs across were observed by trained observers using an observation instrument. Item response theory was used to analyze the data. Results show that the instrument is: 1) sufficiently reliable and valid, 2) BTs’ teaching behavior follows a progression model ranging from simple to complex, and 3) the majority of BTs’ teaching behavior corresponds on average with more basic teaching skills and less often with complex skills.

Authors

• Ridwan Maulana, University of Groningen

• Michelle Helms-Lorenz, University of Groningen