Spiegelt sich pädagogisches Wissen in den Kompetenzselbsteinschätzungen angehender Lehrkräfte?

The authors examine the interrelation between future teachers' self-assessments of their competence regarding central demands of teaching after completing their training and their pedagogical knowledge regarding the core task of teaching. In view of the high significance attributed to self-assessments in existing studies on the efficiency of teacher training, high correlations between self-assessment and knowledge are expected. The investigation is based on data from the comparative study TEDS-M relating to the participating countries of Germany and the United States. Correlative findings suggest that future teachers with a better test performance were more thoroughly convinced of being well-prepared for teaching. Contrary to the expectations, however, the correlations between knowledge and self-assessment are rather low and only statistically relevant in the case of future German primary teachers and of future secondary teachers in the US. In a final part, implications for the evaluation of the methodological approach to self-assessment procedures and for the professionalization of future teachers are discussed.

Alternate title: Does Pedagogical Knowledge Reflect Itself in the Self-Esteem-Based Competence of Prospective Teaching Staff? [English]