Relating Pre-service Teachers' Language-related Biographical Experiences with their Noticing of Linguistically Diverse Classroom Situations - Questionnaire (SUF edition)

Full edition for scientific use. This study explores the relationship between pre-service teachers' language-related biographical experiences and their noticing of linguistically diverse classroom situations. The sample consists secondary education pre-service teachers from the University of Vienna. Data collection involved a three-part questionnaire and retrospective interviews using stimulated recall. The first part of the questionnaire elicited participants' language-related biographical experiences, encouraging reflection on their personal experiences with linguistic diversity. In the second part, participants analyzed two video clips depicting linguistically diverse classroom situations and evaluated how language use affected student learning. The final part of the questionnaire gathered demographic data, including participants' home languages, study subjects, and experience with multilingual education. Additionally, retrospective interviews with a subset of participants were conducted using stimulated recall to examine how their language-related biographical experiences shaped their perceptions of the classroom situations. During the interviews, participants reflected on their thought processes while completing the questionnaire. By investigating these connections, this study provides insights into how pre-service teachers' personal language-related biographical experiences affect their noticing of linguistically diverse contexts, offering valuable implications for improving teacher education programs designed to enhance teaching in multilingual classrooms. This is the data set from the questionnaire.

本版本为科研专用完整版。本研究探讨了职前教师与语言相关的个人经历，及其对语言多元课堂情境的觉察能力之间的关联。研究样本为来自维也纳大学的中等教育职前教师。数据收集采用三部分问卷与刺激回忆式回溯访谈（stimulated recall）：问卷第一部分旨在收集参与者与语言相关的个人经历，引导其反思自身接触语言多样性的过往体验；第二部分中，参与者需分析两段呈现语言多元课堂情境的视频片段，并评估语言使用对学生学习的影响；问卷最后一部分收集人口统计学信息，包括参与者的家庭语言、主修学科以及多语教育相关经历。此外，研究还针对部分参与者开展刺激回忆式回溯访谈，以探究其与语言相关的个人经历如何塑造其对课堂情境的认知。访谈过程中，参与者需回顾其填写问卷时的思维过程。本研究通过探究上述关联，揭示了职前教师的个人语言相关经历如何影响其对语言多元情境的觉察能力，为优化面向多语课堂教学的教师教育项目提供了重要参考。本数据集即来自上述问卷。