Modeling and Measuring Knowledge and Competencies of Teachers. A Threefold Domain-Specific Structure Model for Mathematics: Unterschied zwischen den Versionen

[unmarkierte Version][gesichtete Version]
Keine Bearbeitungszusammenfassung
(Fehler in der Tamplate-Syntax korregiert, um die Dissertation Exportfähig zu machen)
 
(8 dazwischenliegende Versionen von 3 Benutzern werden nicht angezeigt)
Zeile 1: Zeile 1:
[[Kategorie:Kompetenzentwicklung]]
<!-- Dissertationen grundsätzlich mit der folgenden Vorlage "diss" erstellen! -->
<!-- Dissertationen grundsätzlich mit der folgenden Vorlage "diss" erstellen! -->
<!-- Falls Sie weitere Angaben machen möchten, dann bitte im darauf folgenden Freitext. -->
<!-- Falls Sie weitere Angaben machen möchten, dann bitte im darauf folgenden Freitext. -->
{{diss
{{diss
| name=[[Anke Lindmeier]]
| name= Anke Lindmeier
               <!-- Name der Autorin/des Autors -->
               <!-- Name der Autorin/des Autors -->
| titel = {{Modeling and Measuring Knowledge and Competencies of Teachers. A Threefold Domain-Specific Structure Model for Mathematics
| titel = Modeling and Measuring Knowledge and Competencies of Teachers. A Threefold Domain-Specific Structure Model for Mathematics                        <!-- Titel der Dissertation (gleich dem Seitennamen) -->
}}                         <!-- Titel der Dissertation (gleich dem Seitennamen) -->
| hochschule= Technische Universität München  <!-- Name der Hochschule -->  
| hochschule= Technische Universität München  <!-- Name der Hochschule -->  
| jahr =        2010                                            <!-- Jahr der Promotion -->
| jahr =        2010                                            <!-- Jahr der Promotion -->
| betreut1 =  [[Prof. Kristina Reiss]]<!-- Erstbetreuer/in -->  
| betreut1 =  Kristina Reiss <!-- Erstbetreuer/in -->  
| betreut2 =<!-- Zweitbetreuer/in -->
| betreut2 = Aiso Heinze
| begutachtet1 = [[Prof. Aiso Heinze]]                                   <!-- Erstgutachter/in -->
| begutachtet1 = Kristina Reiss                                   <!-- Erstgutachter/in -->
| begutachtet2 = Prof. Tina Seidel                                    <!-- Zweitgutachter/in -->
| begutachtet2 = Aiso Heinze                                <!-- Zweitgutachter/in -->
| begutachtet3 =                                     <!-- ggf. Drittgutacher/in -->
| begutachtet3 = Tina Seidel                                      <!-- ggf. Drittgutacher/in -->
| download =                                            <!-- Download-URL (inkl. http://) -->
| download =                                            <!-- Download-URL (inkl. http://) -->
| sprache =  Englisch                                            <!-- Nur ausfüllen, falls nicht Deutsch -->
| sprache =  Englisch                                            <!-- Nur ausfüllen, falls nicht Deutsch -->
Zeile 22: Zeile 23:
   
   
== Zusammenfassung ==
== Zusammenfassung ==
Research on teaching and learning puts increasing attention on
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.
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
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.
approaches. It 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. In addition, it is discussed
how these three constructs could be operationalized. It is proposed
to complement the known paper-and-pencil item formats by videoand
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.  
Zeile 51: Zeile 33:
* Zweiter Preis -->
* Zweiter Preis -->


== Schlagworte ==
<!-- Bitte Schlagworte mit [[...]] umschließen, um auf die Enzyklopädie zu verweisen
Beispiele:
Kompetenzen von Lehrkräften, Computerbasierte Forschungsmethodik, Videobasierte Forschungsmethodik -->


<!--== Kontext ==
<!--== Kontext ==
Zeile 64: Zeile 42:
<!--=== Links ===
<!--=== Links ===
  ggf. Literaturangaben -->
  ggf. Literaturangaben -->
<!--== Diskussion ==
Hier kann kritisch (aber sachlich) zur Arbeit Stellung genommen werden. -->

Aktuelle Version vom 9. Dezember 2016, 17:49 Uhr


Anke Lindmeier (2010): Modeling and Measuring Knowledge and Competencies of Teachers. A Threefold Domain-Specific Structure Model for Mathematics. Dissertation, Technische Universität München.
Betreut durch Kristina Reiss und Aiso Heinze.
Begutachtet durch Kristina Reiss, Aiso Heinze und Tina Seidel

Zusammenfassung

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.

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.