Panel of Teacher Education Students

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Aim Background Approach First results Data Project profile Project partners Publications

LAP | Panel of Teacher Education Students

Project duration

1/1/2014 – 6/30/2023

Funding

Bundesministerium für Bildung und Forschung

Lead

Prof. Dr. Ilka Wolter

E: ilka.wolter@lifbi.de

T: +49 951 700 60 010

News

NEPS in the media: Teachers urgently needed

NEPS in the media: Why every fifth prospective teacher takes a different path after graduation

More News

Aim

The project "Panel of Teacher Education Students (Lehramtsstudierendenpanel, LAP)" aimed to expand the data on teacher education in order to provide a comprehensive view of the development and professionalization of (prospective) teachers during the teacher training program, the preparatory service, as well as in-service and continuing education.

Background

The Panel of Teacher Education Students is an additional study to the Starting Cohort 5 "Students" of the National Education Panel Study (NEPS), which is funded by the German Federal Ministry of Education and Research (BMBF) and conducted by the Leibniz Institute for Educational Trajectories (LIfBi) in cooperation with the German Center for Research on Higher Education and Science (DZHW).

As part of the NEPS, a panel study was started in 2010 to follow a cohort of first-year students from the winter semester of 2010/2011 through their studies and into their careers (NEPS Starting Cohort 5). Students in teacher training programs were disproportionately considered in the sampling; approximately 5,500 student teachers participated in the first wave of the survey. The total sample covers all types of higher education institutions and disciplines nationwide, and the teacher trainee sample is also representative of the whole of Germany.

In 2014, with the launch of the first project phase of the Panel of Teacher Education Students (LAP I), it became possible to supplement the survey program with constructs that are central to research on teacher education. The continuation of the special sample of student teachers and the addition of teacher education-specific survey content to this study (see Procedure and Methods) make it possible to address the research questions listed above and others.

Due to the longitudinal approach, which accompanies student teachers from the beginning of their studies into their professional careers and which also addresses the life course before the beginning of their studies through retrospective data, the project considerably improves the data situation on teacher education. The database obtained is made available to the national and international scientific community by the LIfBi Research Data Center.

Approach

The study of the NEPS starting cohort is designed as a panel study that starts at the beginning of the study and follows former first-year students longitudinally into their careers. In the process, the trajectories in various areas of life - e.g., family and partnership, education, training and studies, and employment - are recorded monthly; the school, training, employment, and family histories before the start of studies are collected retrospectively. In addition, a variety of psychological constructs are addressed and domain-specific basic skills (e.g., reading and mathematics), basic cognitive skills, and meta- and social skills are assessed.

Different questions about all phases of teacher education will be answered, including:

To what extent do student teachers differ from students in other study programs in terms of their interests, professional orientations, and previous educational biographies?
How are the course of study and academic success related to the level of domain-specific competencies?
How does the perceived quality of the preparatory service affect career progression?
What changes are evident in interests, attitudes, and professional self-concept, especially at transitions in the course of study or the course of the second phase of training?
What conducive conditions can be identified for participation in teacher training courses?
Which factors have an influence on teachers' professional competencies, e.g., the form of cooperation within the collegium?

First results

Until 2021, the following constructs have been collected as part of LAP:

Constructs	2014	2015	2016	2017	2018	2019	2020	2021	2022
Motivation for choosing a teacher education program	X
Beliefs concerning teaching and learning	X		X		X		X	X	X
Self-concept as a teacher	X		X		X		X	X	X
Learning environment of the preparatory service ("Referendariat")		X	X	X	X	X	X	X	X
Aspects of professional competencies (self-evaluation)			X		X		X	X	X
Cooperation between colleagues					X		X	X	X
Teacher training and further education					X		X	X	X
Handling digital media							X	X	X
Proactive behavior									X

The data of the starting cohort students SC5 of the NEPS, and thus also the database obtained within the framework of LAP, are regularly made available to the national and international research community by the LIfBi Research Data Center [external link].

LAP data

The data of Start Cohort 5 (First-year students) of the NEPS and thus also the data basis obtained within the LAP study are made available to the national and international research community by the LIfBi Research Data Center.

To the data

Project profile

Project lead at LIfBi:

Dr. Ilka Wolter, Leibniz Institute for Educational Trajectories (LIfBi) (from 2020)

Dr. Thomas Bäumer, Leibniz Institute for Educational Trajectories (LIfBi) (until 2020)

Project stages:

Project duration LAP I: 10/2014 – 12/2018

Project duration LAP II: 01/2019 – 06/2021

Project duration LAP III: 07/2021 – 06/2023

Funding: German Federal Ministry of Education and Research
Link to this page: www.lifbi.de/LAP

Project partners

Project management at DZHW

Dr. Andreas Ortenburger

E: ortenburger@dzhw.eu

T: +49 511 450670-196

Publications

2023

Bayer, S., Blask, K., Gnambs, T., Jansen, M., Maehler, D., Meyermann, A., & Neuendorf, C. (Eds.). (2023). Data for psychological research in the educational field. Special collection of the Journal of Open Psychology Data. Ubiquity Press. https://openpsychologydata.metajnl.com/collections/data-for-psychological-research

Costa, J., & Weselek, J. (2023). Zwischen individueller politischer Orientierung und antizipierten Neutralitätsansprüchen: Angehende Lehrkräfte und ihr Zugang zu Politik. heiEDUCATION Journal, 6(12), 81–103. https://doi.org/10.17885/heiup.heied.2023.12.24909

Costa, J., Franz, S., & Menge, C. (2023). Stays abroad of pre-service teachers and their relation to teachers' beliefs about cultural diversity in classrooms. Teaching and Teacher Education, 129, Article 104137. https://doi.org/10.1016/j.tate.2023.104137

Franz, S. (2023). Wer beginnt nach dem Lehramtsstudium das Referendariat? (LIfBi Forschung Kompakt No. 4). Leibniz Institut für Bildungsverläufe. https://doi.org/10.5157/LIfBi:Bericht:04:LAP:1.0

Franz, S., & Paetsch, J. (2023). Academic and social integration and their relation to dropping out of teacher education: A comparison to other study programs. Frontiers in Education, 8, Article 1179264. https://doi.org/10.3389/feduc.2023.1179264

Franz, S., Gäckle, S., & Menge, C. (2023). Übergänge von Lehramtsabsolventinnen und -absolventen: Wer bleibt im ersten Jahr nach Studienabschluss auf dem Weg zur Lehrkraft? In J. Ordemann, F. Peter, & S. Buchholz (Hrsg.), Vielfalt von hochschulischen Bildungsverläufen Wege in das, durch das und nach dem Studium (S. 191-222). Springer VS.

Ortenburger, A., Gäckle, S., Menge, C., & Franz, S. (2023). Skalenhandbuch Lehramtsstudierenden-Panel: Dokumentation des Erhebungsprogramms der LAP-Zusatzstudie zur NEPS-Längsschnittuntersuchung der Studienanfängerinnen und Studienanfänger des Wintersemesters 2010/2011 (NEPS-Startkohorte 5) (LIfBi Working Paper No. 111). Leibniz-Institut für Bildungsverläufe. https://doi.org/10.5157/LIfBi:WP111:1.0

Schaeper, H., Ortenburger, A., Franz, S., Gäckle, S., Menge, C., & Wolter, I. (2023). The German panel of teacher education students: Surveying (prospective) teachers from higher education into working life. Journal of Open Psychology Data, 11(1), Article 7. https://doi.org/10.5334/jopd.76

2022

Costa, J. (2022). Kultur in der Lehrerinnen- und Lehrerbildungsforschung: Perspektiven auf die Erforschung des kulturellen (Erfahrungs-) Horizonts zukünftiger Lehrkräfte. Otto-Friedrich-Universität Bamberg. https://fis.uni-bamberg.de/handle/uniba/49955

Costa, J. (2022). Freiwilliges Engagement als kultureller Erfahrungsraum: Theoretische Perspektiven und deskriptive Befunde zum kulturellen Engagement zukünftiger Lehrkräfte. In A. Scheunpflug, C. Wulf, & I. Züchner (Hrsg.), Kulturelle Bildung (12, S. 1-29). Springer Fachmedien . https://doi.org/10.1007/978-3-658-35454-1_1