Die Bedeutung des pädagogisch-psychologischen Wissens von angehenden Lehrkräften für die Unterrichtsqualität

Voss, Thamar; Kunter, Mareike; Seiz, Johanna; Hoehne, Verena; Baumert, Jürgen

doi:10.25656/01:14653

Cited by 8 publications

(2 citation statements)

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“…In the last decades, the study of instructional quality predictors used qualifications and the number of courses taken by the teacher as proxy measures (Boyd et al, 2009, Darling-Hammond, 2000, König et al, 2021. However, the study about instructional quality predictors has recently shifted to teacher competence (König et al, 2021, König and Pflanzl, 2016, Lenske et al, 2016, Voss et al, 2014. Some scholars see competence as knowledge, skills, characteristics, motivation, and attitudes to act effectively and efficiently in specific situations and conditions (Zhu et al, 2013, Koster et al, 2005.…”

Section: Professional Competence Of the Teachermentioning

confidence: 99%

“…This practice provides a supportive environment for students to understand specific topics or courses easier. Last, teacher competence contributes to excellent teaching effectiveness (Liakopoulou, 2011) and classroom management (Voss et al, 2014). Teachers with higher PCK are better at allocating time efficiently and preventing the learning activities from being distracted.…”

Section: Professional Competence Of the Teachermentioning

confidence: 99%

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Exploring the Key Predictors of Instructional Quality

et al. 2022

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Classroom instruction became a popular topic due to its crucial role in teaching and learning activities. The teacher plays an essential role in providing quality classroom instruction. This study tries to explore the key predictors of instructional quality. This study was conducted on 283 teachers taken randomly. We used an online questionnaire to reach the research participants in east java, Indonesia. Structural equation modelling (SEM) was utilized to examine the relationship between the variables. The findings revealed that the teacher competencies, including cognitive and motivational aspects, positively affected instructional quality. This study also revealed that teachers' cognitive aspect is not the only predictor of instructional quality. The motivational aspect also plays a crucial role in predicting instructional quality. This study provides several insights for related stakeholders (such as teachers, policymakers, and universities) in making efforts or policies to improve teacher instructional quality.

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