Modeling and Measuring Knowledge and Competencies of Teachers - A Threefold Domain-Specific Structure Model for Mathematics

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 which 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. It is proposed complementing the known paper-and-pencil item formats with video- and computer-based formats 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.

Inhaltsverzeichnis

I Modeling Knowledge and Competencies of Teachers; 1 Basic Terminology: Knowledge, Competencies, Learning, and Expertise; 1.1 Knowledge; 1.1.1 Procedural, Conceptual, Tacit, Inert, and Abstract Knowledge; 1.1.2 Episodic Knowledge; 1.1.3 Knowledge and Problem Solving; 1.1.4 Meta-Cognition; 1.2 Competencies; 1.3 Learning; 1.4 Expertise; 1.4.1 Experts and Research on Expertise; 1.4.2 Empirical Findings from Non-Teaching Domains; 1.4.3 Empirical Findings in the Teaching Domain; 2 Review: Different Approaches to Teachers' Knowledge and Competencies; 2.1 Focus: Teacher Knowledge; 2.1.1 Shulman's Model and Selected Later Works; 2.1.2 The Michigan Group; 2.1.3 Teacher Education and Development Study (TEDS-M); 2.1.4 The Project COACTIV; 2.1.5 Summary: Research on Teacher Knowledge; 2.2 Focus: Professional Demands of Teachers; 2.2.1 German Teacher Education Standards; 2.2.2 Core Teacher Tasks; 2.2.3 Aspects of High-Quality Teaching; 3 Extended Structure Model: Teachers' Knowledge and Competencies; 3.1 Some Remarks on the Structure Model; 3.2 The Basic Knowledge Component (BK); 3.3 The Reflective Competencies Component (RC); 3.4 The Action-Related Competencies Component (AC); 3.5 Notes on the Assumed Relations between the Three Components; 3.6 Notes on Assumed Differential Characteristics of the Model; II Measuring Knowledge and Competencies of Teachers; 4 Research Questions; 4.1 Feasibility Study: Construction of a Measure; 4.2 Evaluation: Structural and Differential Assumptions; 5 Design of the Feasibility Study; 5.1 Study Design and Computerized Implementation; 5.2 Item Development; 5.2.1 Encountered Limitations; 5.2.2 Operationalization of the Action-Related Component; 5.2.3 Operationalization of the Reflective Component; 5.2.4 Operationalization of the Basic Component; 5.2.5 Assembly of the Items for the Test Session; 5.3 Rating Guidelines and Procedures; 5.3.1 Rating Procedure and Overarching Rating Rationale; 5.3.2 Rating of the Action-Related Component; 5.3.3 Rating of the Reflective Component; 5.3.4 Rating of Items of the Basic Component (BK); 5.3.5 Scoring of the Rated Data; 6 Results; 6.1 Samples; 6.2 Results I: Feasibility Study; 6.2.1 Collection of the Data; 6.2.2 Rating and Scoring of the Data; 6.2.3 Components of the Model; 6.2.4 Discussion: Feasibility Study; 6.3 Results II: Structural and Differential Assumptions; 6.3.1 Relations between the Components; 6.3.2 Further Differential Aspects; 6.3.3 Discussion: Evaluation of the Structure Model; 7 Discussion; 7.1 Measuring Teacher Cognition; 7.2 Possible Implications for Teacher Education

Über den Autor / die Autorin

Dr. Anke Lindmeier studierte von 1998 bis 2005 an der Katholischen Universität Eichstätt-Ingolstadt und schloss das Studium mit dem Diplom im Fach Mathematik und dem ersten Staatsexamen für das Lehramt an Gymnasien (Fächer Mathematik, Katholische Religionslehre, Informatik) ab. Von November 2005 bis Januar 2010 war sie als wissenschaftliche Mitarbeiterin am Lehrstuhl für Didaktik der Mathematik der Ludwig-Maximilians-Universität München tätig. Zum Februar 2010 wechselte sie an die neu gegründete School of Education der Technischen Universität München und ist dort wissenschaftliche Mitarbeiterin am Heinz Nixdorf-Stiftungslehrstuhl für Didaktik der Mathematik (Prof. Dr. Kristina Reiss). Anke Lindmeier promovierte 2010 an der TUM School of Education. Dr. Anke Lindmeier studied from 1998 to 2005 at the Catholic University Eichstätt-Ingolstadt and finished her studies with a diploma in mathematics and state examinations for secondary teachers (grades 5-12, Subject matters mathematics, religious education, computer science). She worked as a research assistant at the mathematics education group of the Ludwig-Maximilians-Universität München from November 2005 to January 2010. In February 2010, she started as a research assistant at the newly founded School of Education at the Technische Universität München, Heinz Nixdorf-Chair for Mathematics Education (Prof. Dr. Kristina Reiss). She finished her PhD 2010.

Produktdetails

• Autoren: Anke Lindmeier
• Verlag: Waxmann Verlag GmbH
• Sprache: Englisch
• Produktform: Taschenbuch
• Erschienen: 01.01.2011
• Seiten: 230
• Abmessung: 151 mm x 213 mm x 17 mm
• Gewicht: 338 g
• Serien: Empirische Studien zur Didaktik der Mathematik; Empirische Studien zur Didaktik der Mathematik
• Thema: Geisteswissenschaften, Kunst, Musik > Pädagogik > Schulpädagogik, Didaktik, Methodik