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Language skills of qualified persons in education (SprachKoPF)

Resource Type
Dataset : Survey and aggregate data
  • Thoma, Dieter (Universität Mannheim)
  • Tracy, Rosemarie (Universität Mannheim)
Publication Date
  • Principal Investigator (Data Collector)
  • GESIS (Distributor)
  • GESIS (Hosting Institution)
  • ZA:
    • Education, School Systems
  • CESSDA Topic Classification:
    • Education
    • Language and linguistics
Free Keywords
Schema: TheSoz
competence; language promotion; occupation in the field of education; foreign language; course of training; advanced vocational education; child
  • Abstract

    The project SprachKoPF aims at exploring competencies for the advancement of language skills among pedagogically qualified employees. The central methodological task is to develop an instrument that is able to survey competences of pedagogically qualified employees in a standardized and reliable way, in order to gain valid conclusions on several dimensions of the language advancement competence of pedagogically qualified employees. Based on criteria of the classical test theory, the instrument SprachKoPFv06 was developed in a multi-stage and iterative process of theoretical and empirical item optimization. This validation study is systematically associated with the investigation of the specific research questions and orients towards an evidence-based, approximate and argumentative understanding of validity. That is, theory-based hypotheses were build, relevant data was collected and the hypotheses were tested based on the evidence found. Starting point were the following three research questions: 1. Can language advancement competence be standardized, computer-based and time-effectively be tested in a way that the target population in the elementary field edits the test instrument well and with adequate motivation? 2. What do pedagogically qualified employees know about language, language acquisition and multilingualism as well as about language diagnostics and language advancement in relation to the current state of knowledge in language acquisition research? 3. Which influence do different dimensions of professionalism of pedagogically qualified employees have on their language advancement competence? The answer to the first, methodological-statistical question is combined with the examination of test-statistical quality criteria as well as with the practicability and the assessment of the relevance and acceptance of the instrument by the target group. The second, content-related question is closely linked with the examination of validity of the underlying construct of language advancement competence (Hopp, Thoma and Tracy 2010), while the third, professionality-related question is accompanied by the investigation of relevance and representativeness of contents and test persons (content validity). Topics: information on work place: institution; position within the institution; full-time or part-time work; share of children with native language other than German. Language biography: native language German or other native language; foreign language competence and competence level; way of acquisition of German language. School education: highest school qualification; country of acquiring graduation; final grade of the school leaving certificate; grade in the subject German; grammar lessons in the subject German respectively another language; affinity for grammar lessons and for language; occupation with language (e.g. reading books or magazines , writing, reading out). Professional education: learned profession (educator, childcare worker, social pedagogue); institution of vocational training; duration of training; year of ending vocational training; year of professional activity (classed). Further education: further training on the field of language; number, duration and topics of the further education; further training for an advancement program respectively a process for the assessment of literacy skills; naming of the particular process; time of last further training; implementation of the knowledge to practice; satisfaction with the further training; further education enables to perform language advancement and to assess the language development of children in the German language; preferences for the range of future further trainings in the area of language; additionally used opportunities for further education. Language advancement in the institution: prioritized language advancement of children with German as native language, of children who start learning German in the nursery or of all children of the institution; personal sense of responsibility for the linguistic development of the above named groups of children; implementation of language advancement; preference for intuitive and spontaneous language advancement instead of advancement material; integral language advancement more important than advancement in special language areas; years of language advancement; used advancement program; application of Würzburger Training; type of organization of language advancement (according to instructions with material of a advancement program, according to guidelines of the advancement program with own aspects or exclusively self-designed elements). Assessment of literacy skills: ascertainment of literacy skills prior to language development; use of a process for the assessment of literacy skills (Sismik, Seldak, HAVAS-5, SETK 3-5, MSS, VER-ES, DELFIN-4, CITO, Fit in Deutsch, HASE) and reason (open comment); additionally used processes and reason; observation and assessment of language development of a child regarding vocabulary, sentence structure etc. by video. Language development competence, partial competence knowledge: detailed recording of own knowledge in the fields phonology, morphology, syntax, semantics, pragmatics, sociolinguistics, language acquisition, language advancement and language diagnostics by test paper language advancement competence. Demography: age; gender; location of institution; birthplace/country of origin; duration of residence in Germany. Additionally coded: date of interview, beginning of interview; test person-ID; test values (linguistic knowledge, application-oriented knowledge, phonology, lexicon, morphology, syntax, semantics/pragmatics, sociolinguistics, language acquisition, language advancement and language diagnostics, knowledge, being able to observe and overall test value).
Temporal Coverage
  • 2011-06-18 / 2011-09-06
Geographic Coverage
  • Mannheim (DE-BW-MHG)
  • Heilbronn (DE-BW-HEN)
  • Frankfurt am Main (DE-HE-FRA)
  • Munich (DE-BY-MUC)
  • Stuttgart (DE-BW-STR)
Sampled Universe
Pedagogically qualified employees of different age, gender, and with varying professional expertises and experiences in five German cities
Non-probability: Availability; Sampling Procedure Comment: Facility-based sampling with maximum variation (heterogeneous sampling); Self-selected panel of volunteers Pedagogically qualified employees from five cities in Baden-Württemberg (Heilbronn, Mannheim, Stuttgart), Hesse (Frankfurt) und Bavaria (Munich) were recruited via agencies, facilities for further training, and other cooperation partners. The reserachers used flyers, mails or phone calls in daycare facilities and kindergartens. About 200 individuals signed up to participate in SprachKoPF. A part of the participants was chosen deliberatley, another part randomly from the group of registered employees. The aim was to reach a group as heterogenous as possible taking into account age, training and other factors.
Time Dimension
  • Cross-section
Collection Mode
  • Self-administered questionnaire: Computer-assisted (CASI)
  • Web-based fixed form self-administered questionnaire under controlled conditions (same computer equipment, same browser type)
Data and File Information
  • Number of Variables: 805
C - Data and documents are only released for academic research and teaching after the data depositor’s written authorization. For this purpose the Data Archive obtains a written permission with specification of the user and the analysis intention.
All metadata from GESIS DBK are available free of restriction under the Creative Commons CC0 1.0 Universal Public Domain Dedication. However, GESIS requests that you actively acknowledge and give attribution to all metadata sources, such as the data providers and any data aggregators, including GESIS. For further information see
Alternative Identifiers
  • ZA5848 (Type: ZA-No.)
  • 1 (Type: VerbundFDB)
  • Tracy, R., Thoma, D., Ofner, D. (2012): Sprachliche Kompetenzen Pädagogischer Fachkräfte: SprachKoPF; Schlussbericht des Vorhabens; Projektlaufzeit: 01.03.2009 - 29.02.2012; Forschungsinitiative Sprachdiagnostik, Sprachförderung [Technische Informationsbibliothek u. Universitätsbibliothek]. doi: 10.2314/GBV:780023420.

Update Metadata: 2020-10-21 | Issue Number: 23 | Registration Date: 2015-03-31

Thoma, Dieter; Tracy, Rosemarie (2015): Sprachliche Kompetenzen Pädagogischer Fachkräfte (SprachKoPF). Version: 1.0.0. GESIS Datenarchiv. Dataset.