Selbstwirksamkeitserwartungen und inklusiver Schreibunterricht

Entwurf eines schreibunterrichtsspezifischen Messinstruments

Abstract

The importance of self-efficacy for professional action in teaching is well documented (e.g. Klassen & Tze, 2014). Especially in the context of introducing inclusive learning environments, self-efficacy as a professional trait is highly relevant. Various scales and studies on the influence and development of teachers' self-efficacy are available to assess teachers' self-efficacy in education and training. Yet the focus on self-efficacy has so far remained generic, although subject-matter related research shows that valuable insights can be expected from a context-specific approach. We therefore propose a subject-matter related model and scale of self-efficacy expectations for writing instruction in diverse classrooms. The questionnaire was used in a pilot study in November 2020 (N = 201, analysis sample: N = 164) at the University of Wuppertal. The results indicate a suitable instrument for measuring self-efficacy expectations for writing instruction in diverse classrooms and confirm an expected eight-dimensional structure with specific subject-matter related latent constructs.