Evaluation project practical semester

Student teachers of primary, lower secondary and intermediate secondary schools who began their studies in the winter semester 2014/15 are included in the evaluation. In addition, students studying to become secondary school teachers who do not complete the practical semester are also surveyed.

As the practical semester is being tested in different teacher training courses at the participating universities, this enables an inter-university comparison of the new model in one teacher training course with the old model at another university (e.g. a comparison of the grammar school teacher training course in Frankfurt with an introduced practical semester and the grammar school teacher training course in Kassel is possible).

Questionnaires have been used to evaluate the practical semester since February 2015. Both primary, lower secondary and secondary modern school teaching students who complete the practical semester at the University of Kassel and grammar school teaching students who complete the old system with practical school studies are being surveyed. A total of twelve cohorts will be surveyed.

In addition, the school and university supervisors who accompany the students during their internship are surveyed using questionnaires.

This is a longitudinal design with several measurement points, as shown in the diagram (see figure). The evaluation begins at measurement point A, which is directly before the start of the internship semester. Measurement point B takes place after the first 5 weeks of the internship (in the internship semester at the end of the block phase, in the practical school studies after completion of SPS I). The next survey - measurement point C - takes place after the end of the practical semester. This is followed by follow-up surveys every six months, which are carried out at the end of each semester (measurement points D to H). Finally, a final survey is conducted at measurement point Y.

The basic characteristics that are evaluated at all three universities with the support of all stakeholders involved (student teachers, universities, schools) are the initial/framework conditions under which the internship takes place, processes that take place within the internship and the (impact) effects of the internship on the aptitude test and the students' skills development.

The investigation of the initial and general conditions focuses on the structures and resources of the universities and schools, as well as on the teaching and learning requirements of the student teachers. This includes the students' expectations, their goals for the practical semester, their previous experience and much more.

The focus of the surveys at the process level is the implementation of the practical semester. Here, the focus is primarily on job shadowing, initial teaching attempts, insights into teaching activities, parallel supervision by university lecturers and the support provided by teachers at the schools from the perspective of all those involved. On the student side, the motivational-affective experience and the handling of experiences during the internship are also examined.

When considering the (out-)effects, the focus should be on developmental processes in and through the practical semester. For the students, this consists of both the experienced consolidation and correctness of their own choice of study as well as their own competence development towards becoming a professional teacher.

In addition, determinants should be identified that are helpful for a successful internship semester.

Students: Students are asked about constructs such as assessments of the teaching profession, career choice motives, assessments of the internship, benefits of the internship, benefits of studying, theory-practice interlinking, general behavior and experience patterns such as stress experience, self-efficacy expectations and personality traits. In addition, a pedagogical knowledge test and an observer survey are carried out at measurement points A and Y in order to check the students' increase in competence.

School supervisors: In addition, the school supervisors are asked about their experiences as supervisors, the stress caused by the practical semester and the stress caused by their own teaching activities. Criticism of the practical semester and the usefulness of the new and old system as well as an assessment of the students are also asked.

University supervisors: Finally, the university supervisors are asked about the content of their preparatory seminar, their experience of stress, assessments of the practical phase and the quality of supervision at school. The university supervisors also assess the competencies of the students they supervise.

Data is currently available for a total of N = 1599 students , of whom 491 are male (approx. 30%) and 1106 female (approx. 68%). Table 1 shows the distribution by teaching profession.

By the end of 2019, eight cohorts had completed the survey and a further three will complete it in 2020. The last survey will take place in the first quarter of 2020.

A total of N=89 university supervisors were surveyed across the various cohorts. The survey took place at measurement points A, B and C. The survey of school-based supervisors was conducted uniformly across all locations at MZP C.

Data is available from N=1622 school-based caregivers, of which N=317 were from Kassel. This survey was part of the legally required evaluation of supervisors and therefore only includes school-based supervisors from the internship semester group.