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The Assessment of German and Austrian Teacher Trainees' Child-Sensitive Language Competence

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Title: The Assessment of German and Austrian Teacher Trainees' Child-Sensitive Language Competence
Language: English
Authors: Tamas Rotschild (ORCID 0000-0001-9244-2815)
Source: Discourse and Communication for Sustainable Education. 2025 16(2):119-134.
Availability: Paradigm Publishing Services, a company of De Gruyter Poland. Nowogrodzka 4/3, 00-513 Warsaw, Poland. Tel: +48-22-245-3355; e-mail: contact@pps.pub; Web site: https://paradigmpublishingservices.com/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Preservice Teachers, Language Usage, Linguistic Competence, Teacher Student Relationship, Mental Health, Empathy, Guidance, Teacher Guidance, Test Construction
Geographic Terms: Germany, Austria
DOI: 10.2478/dcse-2025-0020
ISSN: 2255-7547
2255-7547
Abstract: Today's teachers in inclusive settings face the challenge of working with an increasing number of children and adolescents experiencing psychological and emotionalbehavioral difficulties. Among these, children with learning disabilities are particularly vulnerable to such challenges. Consequently, teachers are expected to assume a dual role that blends psychologist's tasks with their educational responsibilities. This broadened scope of tasks requires the acquisition and use of additional competencies. One key competency is the use of child-sensitive language -- a subset of therapeutic discourse that serves to foster desirable psychological, behavioral, and academic outcomes in children by promoting a healthy self-concept, positive self-esteem, and emotional resilience. Nevertheless, it remains an open question whether competence in child-sensitive language can be taken for granted among individuals who are fully educated and socially experienced. This study aimed to assess prospective teachers' competence in child-sensitive language and identify corresponding training needs. The sample (N = 660) consisted of 435 teacher trainees from 22 higher education institutions in Germany and 225 from 13 institutions in Austria. The online administration of the Bremer Key -- a 13-item situational judgment test developed for this purpose -- reveals that only 3% of the prospective teachers in the two countries demonstrate mastery-level competence in child-sensitive language. These findings underscore the urgent need for structured instruction and practice in the use of childsensitive language within teacher training programs in both countries.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1487441
Database: ERIC
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  Data: The Assessment of German and Austrian Teacher Trainees' Child-Sensitive Language Competence
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  Data: <searchLink fieldCode="AR" term="%22Tamas+Rotschild%22">Tamas Rotschild</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9244-2815">0000-0001-9244-2815</externalLink>)
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  Data: Paradigm Publishing Services, a company of De Gruyter Poland. Nowogrodzka 4/3, 00-513 Warsaw, Poland. Tel: +48-22-245-3355; e-mail: contact@pps.pub; Web site: https://paradigmpublishingservices.com/
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  Data: Today's teachers in inclusive settings face the challenge of working with an increasing number of children and adolescents experiencing psychological and emotionalbehavioral difficulties. Among these, children with learning disabilities are particularly vulnerable to such challenges. Consequently, teachers are expected to assume a dual role that blends psychologist's tasks with their educational responsibilities. This broadened scope of tasks requires the acquisition and use of additional competencies. One key competency is the use of child-sensitive language -- a subset of therapeutic discourse that serves to foster desirable psychological, behavioral, and academic outcomes in children by promoting a healthy self-concept, positive self-esteem, and emotional resilience. Nevertheless, it remains an open question whether competence in child-sensitive language can be taken for granted among individuals who are fully educated and socially experienced. This study aimed to assess prospective teachers' competence in child-sensitive language and identify corresponding training needs. The sample (N = 660) consisted of 435 teacher trainees from 22 higher education institutions in Germany and 225 from 13 institutions in Austria. The online administration of the Bremer Key -- a 13-item situational judgment test developed for this purpose -- reveals that only 3% of the prospective teachers in the two countries demonstrate mastery-level competence in child-sensitive language. These findings underscore the urgent need for structured instruction and practice in the use of childsensitive language within teacher training programs in both countries.
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Language Usage
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      – SubjectFull: Linguistic Competence
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Mental Health
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      – SubjectFull: Empathy
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      – SubjectFull: Test Construction
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      – SubjectFull: Germany
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      – SubjectFull: Austria
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