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<p>Cognitive activation and cognitive support have proven to be two important characteristics of teaching quality in primary science lessons. Together, they are often described as instructional support. Research and models on teaching quality indicate that classroom management is necessary but insufficient for providing effective instructional support. So far, however, there has been no detailed exploration of how these characteristics interact in the classroom. A&#xa0;theoretical and situation-specific concretization therefore seems necessary in order to not only shed more light on the interaction conceptually, but also to make it accessible for teacher education. Based on a&#xa0;theoretical model of the interactions in primary science lessons, the aim of this study was to identify relevant situations for the initial acquisition of competence by prospective teachers in which instructional support and classroom management are interdependent. To this end, guided interviews were conducted with 38&#xa0;(preservice) primary science teachers and evaluated using content analysis. The results show three relevant situations in which instructional support and classroom management are particularly interdependent in primary science lessons. They serve as a&#xa0;starting point for the interdisciplinary development of situation-specific skills in teacher education and an interdisciplinary discourse on teaching quality.</p>

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Lernunterstützung und Klassenführung als zentrale Merkmale der Unterrichtsqualität – Identifizierung relevanter Wechselwirkungen im naturwissenschaftlichen Grundschulunterricht

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月9日

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  • Verena Zucker,
  • Alena Lehmkuhl,
  • Nicola Meschede

摘要

Cognitive activation and cognitive support have proven to be two important characteristics of teaching quality in primary science lessons. Together, they are often described as instructional support. Research and models on teaching quality indicate that classroom management is necessary but insufficient for providing effective instructional support. So far, however, there has been no detailed exploration of how these characteristics interact in the classroom. A theoretical and situation-specific concretization therefore seems necessary in order to not only shed more light on the interaction conceptually, but also to make it accessible for teacher education. Based on a theoretical model of the interactions in primary science lessons, the aim of this study was to identify relevant situations for the initial acquisition of competence by prospective teachers in which instructional support and classroom management are interdependent. To this end, guided interviews were conducted with 38 (preservice) primary science teachers and evaluated using content analysis. The results show three relevant situations in which instructional support and classroom management are particularly interdependent in primary science lessons. They serve as a starting point for the interdisciplinary development of situation-specific skills in teacher education and an interdisciplinary discourse on teaching quality.