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<p>This article describes the development and pilot validation of two interdisciplinary short scales on teacher students’ self-efficacy beliefs for the methodological design of community-oriented and participatory-process-oriented teaching based on a&#xa0;theoretical derivation of democratic education in schools, cognitive interviews, and a&#xa0;sample of <i>N</i> = 896 teacher students in North Rhine-Westphalia. Confirmatory factor analyses support a&#xa0;two-factor measurement model with correlated factors and scalar measurement invariance across groupings by stage of study, type of school, and study of a&#xa0;social sciences subject. Explored correlations with self-assessed knowledge of democracy, political self-efficacy, and self-efficacy beliefs for inclusive teaching illustrate the valid interpretability of the scales. The short scale for participatory-process-oriented teaching measures self-efficacy beliefs for the integration and reflection of democratic and participatory procedures. The short scale for community-oriented teaching, on the other hand, measures self-efficacy beliefs for the integration of socially collaborative methods. The short scales can be used to measure the self-efficacy beliefs of prospective teachers as part of their professional competence in methodically enabling democracy education in the classroom.</p>

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Selbstwirksamkeitserwartungen zur methodischen Gestaltung eines gemeinschaftsorientierten und partizipativ-verfahrensorientierten Unterrichts: Entwicklung von Kurzskalen zur schulischen Demokratiebildung

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  • 出版模式：

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  • 发表日期：

    2025年12月2日

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  • Janis Wehde

摘要

This article describes the development and pilot validation of two interdisciplinary short scales on teacher students’ self-efficacy beliefs for the methodological design of community-oriented and participatory-process-oriented teaching based on a theoretical derivation of democratic education in schools, cognitive interviews, and a sample of N = 896 teacher students in North Rhine-Westphalia. Confirmatory factor analyses support a two-factor measurement model with correlated factors and scalar measurement invariance across groupings by stage of study, type of school, and study of a social sciences subject. Explored correlations with self-assessed knowledge of democracy, political self-efficacy, and self-efficacy beliefs for inclusive teaching illustrate the valid interpretability of the scales. The short scale for participatory-process-oriented teaching measures self-efficacy beliefs for the integration and reflection of democratic and participatory procedures. The short scale for community-oriented teaching, on the other hand, measures self-efficacy beliefs for the integration of socially collaborative methods. The short scales can be used to measure the self-efficacy beliefs of prospective teachers as part of their professional competence in methodically enabling democracy education in the classroom.