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Peer-Reviewed Articles in Scientific JournalsDie differentielle Veränderung des berufsbezogenen Selbstkonzepts von Lehramtsstudierenden in unterschiedlichen Praxisphasen
Straub, Sophie; Kreische, Tina; Rothland, Martin (Eds.) (2022)
Zeitschrift für Erziehungswissenschaft 25: 155–178
DOI: 10.1007/s11618-021-01018-3
The professional self-concept is regarded as a partial aspect of the professional competence of teachers. It is assumed, among other things, that opportunities to learn at school in the first phase of teacher education have an influence on the change of the professional self-concept. In the present study, the change in the professional self-concept is compared in the context of two internships of different lengths: the orientation internship (n = 450) and the long-term internship (n = 572). Using the scales of ERBSE‑L, it can be shown that the professional self-concept of student teachers increases in the course of both internships. With the help of a latent change model, it can also be determined that opportunities to learn at school have no influence on the change in the professional self-concept. Furthermore, it also shown that a high starting level is associated with a less intraindividuell change over both internship.