Modelling early childhood teachers’ mathematics-specific professional competence and its differential growth through professional development – an aspect of structural validity

Lindmeier, Anke; Seemann, Selma; Kuratli-Geeler, Susanne; Wullschleger, Andrea; Dunekacke, Simone; Leuchter, Miriam; Vogt, Franziska; Opitz, Elisabeth Moser; Heinze, Aiso

doi:10.1080/14794802.2019.1710558

Cited by 21 publications

(12 citation statements)

References 45 publications

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“…Given practical constraints, the time difference for single participants was up to four weeks. The larger project offered interventions with focus on professional competences between the points of measurement (see Lindmeier et al, 2020).…”

Section: Study Design and Samplementioning

confidence: 99%

Early childhood teachers' mathematics-specific professional competence and its relation to the quality of learning support

Lindmeier¹,

Seemann

Wullschleger

et al. 2021

Zetetike

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Teacher expertise research uses different approaches, among them competence models. The model of mathematics-specific professional competence in this study differentiates action-related and reflective competence, which pertain to different types of professional demands according to dual processing theories and should positively impact teaching quality. The cross-sectional study with early childhood teachers investigates the structure of teacher competence and its relations to the quality of learning support in line with the notion of adaptive teaching when playing board games. The findings support a differentiation of competences according to the model (structural validity evidence). Expected relations between competences and the quality of the learning support are partially supported (predictive validity evidence). The study hence adds to research on teacher expertise by developing a specific understanding of competence in line with existing theories. Affordances of using competence models, as well as difficulties and open questions with relation to the emerging approach are discussed.

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Section: Study Design and Samplementioning

confidence: 99%

Early childhood teachers' mathematics-specific professional competence and its relation to the quality of learning support

Lindmeier¹,

Seemann

Wullschleger

et al. 2021

Zetetike

Self Cite

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“…Other researchers associate the quality of mathematics instruction with mathematics teacher competencies, knowledge, and skill, as well as pre-existing mathematics teacher characteristics, such as attitudes, motivations, and beliefs. In their article, Lindmeier et al (2020) present a study of 170 early elementary teachers' development of Action-related Competence (AC) and Reflective Competence (RC) with respect to early number sense. Based on their model of teacher competence (Lindmeier, 2011), researchers designed two professional development programmes with a focus on AC and RC, then implemented them in a randomized, controlled experiment.…”

Section: International Perspectives On Framework For Mathematics Teamentioning

confidence: 99%

International perspectives on frameworks for mathematics teachers’ knowing and quality of mathematics instruction

Manizade

Orrill

2020

Research in Mathematics Education

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“…Professional development refers to teachers developing and improving their skills to better meet the needs of their students. Characteristics of effective professional development have been identified from the literature (Desimone, 2009;Rotermund, S., DeRoche, J., & Ottem, R. (2017) and widely endorsed by the field (e.g., Lindmeier et al, 2020;Main & Pendergast, 2015;Richardson, Miller, & Reinhardt, 2019). The need for professional development has gained increasing momentum in the current educational practices.…”

Section: Introductionmentioning

confidence: 99%

School-Based in-Service Teacher Training in Literacy

Gupta¹,

Lee²

2021

Education and New Developments 2021

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The current study is based on a year-long collaboration between a school and a university regarding professional development training of teachers who taught 4 th and 5 th grade students in an elementary school in the USA. The three-pronged focus of the study was on teacher knowledge, pedagogy and student achievement. We examined how the teacher capacity building affected the performance of underachieving students in Math and Literacy. Students' disaggregated test data was used to meet differential needs of students. Underachieving students were targeted with specific strategies, projects, problems solving stories, self-reflection, higher level thinking questions, to motivate students. Participating students' performance was measured with respect to literacy achievement. Quantitative and qualitative measures were used for data collection purposes. Students showed progress over previous years in reading scores. The results were positive and showed progress over previous years with respect to student achievement. Overall, 93 percent of students passed the writing test. In addition, the benchmark data revealed improvements during the year in reading, editing and writing scores for both 4 th and 5 th grade students. For three of the four pre and post-test comparisons, the gain in scores was statistically significant.

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Modelling early childhood teachers’ mathematics-specific professional competence and its differential growth through professional development – an aspect of structural validity

Abstract: Heinze (2020) Modelling early childhood teachers' mathematics-specific professional competence and its differential growth through professional development -an aspect of structural validity,

Cited by 21 publications

References 45 publications

Early childhood teachers' mathematics-specific professional competence and its relation to the quality of learning support

Early childhood teachers' mathematics-specific professional competence and its relation to the quality of learning support

International perspectives on frameworks for mathematics teachers’ knowing and quality of mathematics instruction

School-Based in-Service Teacher Training in Literacy

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