ABSTRACT Lesson planning of teachers as a research field has received little attention in terms of modelling and measuring relevant competences. As an innovative measurement approach, we developed a standardised method for analysing written plans of demonstration lessons. Our focus is on the demand of pedagogical adaptivity, i.e., the ways in which lesson assignments fit with the cognitive level of learners so that they are guided into their zone of proximal development. This conceptualisation is operationalised by using several indicators (content analysis criteria) to reconstruct and quantify situation-specific planning perception, interpretation, and decision-making. We use the data from 172 preservice teachers in Germany with their first demonstration lesson during induction. Findings show their declarative general pedagogical knowledge of adaptivity (assessed via a standardised test) is a significant predictor for the situation-specific skill of pedagogical adaptivity in written lesson plans, and the latter effects preservice teachers’ self-reported instructional practice of teaching that lesson. Findings are discussed towards their implication for the design of teacher education.

中文翻译：

---

一般教学知识、书面教案的教学适应性以及职前教师的教学实践

摘要 作为一个研究领域，教师的课程规划在建模和测量相关能力方面很少受到关注。作为一种创新的测量方法，我们开发了一种标准化的方法来分析演示课程的书面计划。我们的重点是教学适应性的需求，即课程分配与学习者的认知水平相适应的方式，以便引导他们进入最近的发展区域。这种概念化是通过使用几个指标（内容分析标准）来重建和量化特定情况的规划感知、解释和决策来实现的。我们使用了来自德国 172 名职前教师的数据，他们在入职期间的第一堂演示课上。结果表明，他们对适应性的陈述性一般教学知识（通过标准化测试评估）是书面课程计划中教学适应性的特定情境技能的重要预测指标，后者影响职前教师自我报告的教学实践. 讨论结果对教师教育设计的影响。