52
Bearbeitungen
Änderungen
Zur Navigation springen
Zur Suche springen
Zeile 22:
Zeile 22: − Research on teaching and learning puts increasing attention on − the expertise of teachers, as it is seen as one constitutive factor − of instructional quality. Recent studies used content knowledge and − pedagogical content knowledge as predicting variables for expertise − in order to explain success in student learning for example. In this − work, potential disadvantages of these approaches are analyzed: − Managing classroom situations competently needs more than just − content knowledge and pedagogical content knowledge. The analysis − and description of additional, domain-specific competencies is − the topic of this publication. − Therefore, this work proposes a model compatible with existing+ − + − + − + − − to complement the known paper-and-pencil item formats by videoand − − − − − −
Modeling and Measuring Knowledge and Competencies of Teachers. A Threefold Domain-Specific Structure Model for Mathematics (Quelltext anzeigen)
Version vom 4. Februar 2011, 09:11 Uhr
, 09:11, 4. Feb. 2011keine Bearbeitungszusammenfassung
== Zusammenfassung ==
== Zusammenfassung ==
approaches. It consists of three components of domain-specific
Because it is seen as one constitutive factor of instructional quality, research in teaching and learning increases attention on teachers’ expertise. To explain success in student learning for example, recent studies used content knowledge and pedagogical content knowledge as predicting variables for expertise. This study analyses potential disadvantages of these approaches: Competent situational classroom management requires more than just content knowledge and pedagogical content knowledge. The topic of this publication is the analysis and description of additional domain-specific competencies. It proposes a model compatible with existing approaches and consists of three components of domain-specific competencies: First, a basic component of mathematical and mathematical pedagogical knowledge, second, reflective competencies, and third, action-related competencies. It is also discussed how these three constructs could be operationalized. Complementing the known paper-and-pencil item formats with video and computer-based formats to increase the validity of tests is proposed.
competencies: First, a basic component of mathematical and mathematical
Moreover, design and results of a feasibility study with teachers and prospective teachers from secondary level are reported. The results show that, in principle, it is possible to measure the three areas of competencies separately.
pedagogical knowledge, second, reflective competencies, and third, action-related competencies. In addition, it is discussed
how these three constructs could be operationalized. It is proposed
computer-based formats in order to increase the validity of tests.
Moreover, design and results of a feasibility study with teachers
and prospective teachers from secondary level are reported. The
results show that in principle it is possible to measure the three areas
of competencies separately.
<!--== Auszeichnungen ==
<!--== Auszeichnungen ==
Hier bitte eventuell erhaltene Auszeichnungen/Preise als Liste aufführe.
Hier bitte eventuell erhaltene Auszeichnungen/Preise als Liste aufführe.