Ein Mixed-Methods-Evaluations-Ansatz zur Untersuchung von Makro-Mikro-Interaktionen: Die Entwicklung von lehr- und lernorientierten Überzeugungen von Mathematiklehramtsstudierenden in der Studieneingangsphase

Abstract

Especially in the case of longitudinal evaluations, mixed-methodological approaches appear to be useful, since the studies are basically suitable for evaluating evaluation objects of a high degree of complexity, such as, for example, dynamic processes in educational structures. Basing on the longitudinal development of professions-related beliefs of mathematics student teachers, this article describes how macro- and microstructures can be taken into account by integrating results obtained through different research methods. With the help of latent growth curve models the development of beliefs of 235 student teachers at five universities could be modeled longitudinally. On the basis of 19 interviews, afterwards interrelationships between institutional frameworks and the individual development of beliefs could be identified on the basis of case studies. Amongst others, a high degree of agreement to constructivist-oriented forms of teaching and learning could be revealed, which can be partly attributed to the experience of university teaching. The final version of this research has been published in KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie. © 2017 Springer Verlag