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[[Kategorie:Kompetenzentwicklung]]
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{{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 =  [[Kristina Reiss|Prof. Dr. Kristina Reiss]]<!-- Erstbetreuer/in -->  
| betreut1 =  Kristina Reiss <!-- Erstbetreuer/in -->  
| betreut2 =[[Aiso Heinze|Prof. Dr. Aiso Heinze]]
| betreut2 = Aiso Heinze  
| begutachtet1 = [[Kristina Reiss|Prof. Dr. Kristina Reiss]]                                   <!-- Erstgutachter/in -->
| begutachtet1 = Kristina Reiss                                    <!-- Erstgutachter/in -->
| begutachtet2 = [[Aiso Heinze|Prof. Dr. Aiso Heinze]]                                 <!-- Zweitgutachter/in -->
| begutachtet2 = Aiso Heinze                                <!-- Zweitgutachter/in -->
| begutachtet3 = Prof. Dr. Tina Seidel                                      <!-- 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 -->
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== Zusammenfassung ==
== 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.
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.


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== Schlagworte ==
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Kompetenzen von Lehrkräften, Computerbasierte Forschungsmethodik, Videobasierte Forschungsmethodik -->


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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.



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