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== Zusammenfassung ==
== 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
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
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.
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Version vom 4. Februar 2011, 09:11 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. Dr. Kristina Reiss]] und [[Prof. Dr. Aiso Heinze]].
Begutachtet durch [[Prof. Dr. Kristina Reiss]], [[Prof. Dr. Aiso Heinze]] und Prof. Dr. Tina Seidel [[Kategorie:Betreute Dissertationen (Prof. Dr. Kristina Reiss)]] [[Kategorie:Betreute Dissertationen (Prof. Dr. Aiso Heinze)]]


[[Kategorie:Begutachtete Dissertationen (Prof. Dr. Kristina Reiss)]] [[Kategorie:Begutachtete Dissertationen (Prof. Dr. Aiso Heinze)]]

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.


Schlagworte

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