Achtung: diese Seite wird nur zu Testzwecken betrieben. Hier gelangen Sie zur Madipedia-Website: https://madipedia.de
Modeling and Measuring Knowledge and Competencies of Teachers. A Threefold Domain-Specific Structure Model for Mathematics: Unterschied zwischen den Versionen
| [unmarkierte Version] | [unmarkierte Version] |
Yeu (Diskussion | Beiträge) (Die Seite wurde neu angelegt: „<!-- Dissertationen grundsätzlich mit der folgenden Vorlage "diss" erstellen! --> <!-- Falls Sie weitere Angaben machen möchten, dann bitte im darauf folgenden …“) |
Yeu (Diskussion | Beiträge) Keine Bearbeitungszusammenfassung |
||
| Zeile 2: | Zeile 2: | ||
<!-- 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|Anke Lindmeier]] | | name=[[Anke_Lindmeier|Anke Lindmeier]] | ||
<!-- 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) --> | ||
| Zeile 31: | Zeile 32: | ||
and description of additional, domain-specific competencies is | and description of additional, domain-specific competencies is | ||
the topic of this publication. | the topic of this publication. | ||
Therefore, this work proposes a model compatible with existing | Therefore, this work proposes a model compatible with existing | ||
approaches. It consists of three components of domain-specific | approaches. It consists of three components of domain-specific | ||
competencies: First, a basic component of mathematical and mathematical | competencies: First, a basic component of mathematical and mathematical | ||
pedagogical knowledge, second, reflective competencies, | pedagogical knowledge, second, reflective competencies, and third, action-related competencies. In addition, it is discussed | ||
and third, action-related competencies. In addition, it is discussed | |||
how these three constructs could be operationalized. It is proposed | how these three constructs could be operationalized. It is proposed | ||
to complement the known paper-and-pencil item formats by videoand | to complement the known paper-and-pencil item formats by videoand | ||
computer-based formats in order to increase the validity of tests. | computer-based formats in order to increase the validity of tests. | ||
Moreover, design and results of a feasibility study with teachers | Moreover, design and results of a feasibility study with teachers | ||
and prospective teachers from secondary level are reported. The | and prospective teachers from secondary level are reported. The | ||
Version vom 1. Februar 2011, 12:37 Uhr
[[Anke Lindmeier]] (2010): Vorlage:Modeling and Measuring Knowledge and Competencies of Teachers. A Threefold Domain-Specific Structure Model for Mathematics. Dissertation, Technische Universität München.
Betreut durch [[Prof. Kristina Reiss]] .
Begutachtet durch [[Prof. Aiso Heinze]] und Prof. Tina Seidel.
[[Kategorie:Betreute Dissertationen (Prof. Kristina Reiss)]]
[[Kategorie:Begutachtete Dissertationen (Prof. Aiso Heinze)]]
Zusammenfassung
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 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.