The same in German as in English? Investigating the subject-specificity of teaching quality

Praetorius, Anna‐Katharina; Vieluf, Svenja; Saß, Steffani; Bernholt, Andrea; Klieme, Eckhard

doi:10.1007/s11618-015-0660-4

Cited by 47 publications

(32 citation statements)

References 38 publications

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“…Policy reforms are rarely implemented for only one subject. But implementing far-reaching reforms of teacher education based on results from mathematics teachers only may be risky, as for example, studies on the differential results regarding instructional quality facets revealed: while classroom management did not vary significantly across German and English lessons taught by the same teachers, student support did so (Praetorius et al 2015). Finally, we need to point out that we had to exclude MPCK for statistical reasons to avoid extracting the wrong number of profiles due to residual covariances.…”

Section: Discussionmentioning

confidence: 99%

“…Generic approaches usually comprise three facets, in particular in the German context (Praetorius et al 2015), namely, classroom management, student support, and cognitive activation, sometimes named slightly differently. Classroom management means an efficient use of time and the prevention of or dealing with disorder in the classroom (Evertson and Weinstein 2013).…”

Section: Teacher Performancementioning

confidence: 99%

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Profiles of mathematics teachers’ competence and their relation to instructional quality

Blömeke

Kaiser

König

et al. 2020

ZDM Mathematics Education

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Most of the research examining the relation between instructional quality (INQUA) and mathematics teachers' competence was restricted to a limited set of competence facets. Furthermore, mostly variable-oriented approaches were applied that assume homogeneity of teacher competence. In our study, teacher competence is conceptualized as a comprehensive multi-dimensional construct including a broad range of subject-specific and generic facets regarding mathematics teachers' knowledge, skills and beliefs, all assessed in a standardized way with well-established instruments. In our person-oriented approach, applying latent profile analysis, we examined whether it was possible to identify subgroups of teachers with different competence profiles. These profiles were then related to the generic and subject-specific INQUA implemented. The exploratory study was carried out with 77 secondary mathematics teachers from Germany as part of the projects TEDS Instruct and TEDS Validate. The data revealed four competence profiles that differed quantitatively and qualitatively. The profiles were related to different types of INQUA, and the relations indicate a need of strong levels of knowledge and skills for high INQUA but a lesser relevance of learning beliefs related to the dynamic nature of mathematics. In addition, our results indicate a need of a stronger subject-specific operationalization of INQUA in contrast to previously dominating generic conceptualizations.

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Section: Discussionmentioning

confidence: 99%

Section: Teacher Performancementioning

confidence: 99%

Profiles of mathematics teachers’ competence and their relation to instructional quality

Blömeke

Kaiser

König

et al. 2020

ZDM Mathematics Education

View full text Add to dashboard Cite

show abstract

“…In addition, the two measurement time points allowed the control of students' prior knowledge and prior motivation when analyzing the effects of dealing with mistakes on students' learning outcomes. DESI data have already been used for secondary analyses (e.g., Hochweber and Vieluf 2016;Praetorius et al 2016;Rjosk et al 2015) but have not yet been used for our research purpose.…”

Section: Desi Studymentioning

confidence: 99%

The significance of dealing with mistakes for student achievement and motivation: results of doubly latent multilevel analyses

et al. 2018

Self Cite

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From a constructivist perspective on learning, mistakes are seen as natural elements of learning processes. A supportive and constructive way of dealing with student mistakes has shown to affect students' individual motivation and learning performances in a favorable way. In classroom settings, however, making mistakes is not just a personal but also a social event. Dealing with mistakes should therefore be considered as both studentlevel and classroom-level characteristic. This study investigates three aspects of dealing with mistakes and their relevance for students' achievement and motivation in English as a foreign language by analyzing the aspects at student and classroom level. The aspects are a) teacher attitude toward mistakes, b) teacher response to student mistakes, and c) students' perception of mistakes as useful for learning. Analyzing data of 5266 students from 427 classes in German secondary schools, the results demonstrate that at student level, all three aspects of dealing with mistakes affect students' individual achievement as well as motivation in English language class. At classroom level, none of the aspects affect student average achievement. Two aspects affect student average motivation at the classroom level, namely a) teacher attitude toward mistakes and c) students' shared perception of the usefulness of mistakes for learning. Our results show that students' individual and shared perception of dealing with mistakes affect students' motivational and cognitive learning outcomes in different ways. Furthermore, our findings underline the relevance of teachers' attitudes as well as students' perceptions concerning mistakes for student learning and motivation in English as a foreign language class.

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“…B. Praetorius et al 2016) und somit auch ohne fachliche Konkretisierung gedacht werden können, dürfte beispielsweise für die adäquate Berücksichtigung kognitiver Lernvoraussetzungen als Teil von Unterrichtsstrategien zum Umgang mit Heterogenität nicht allein generisches, sondern auch domänenspezifisches Wissen nötig sein (z. B. Bremerich-Vos 2017).…”

Section: Pädagogisches Wissenunclassified

Pädagogisches Wissen versus fachdidaktisches Wissen?

et al. 2017

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Zusammenfassung Pädagogisches und fachdidaktisches Wissen gelten als zentrale kognitive Elemente professioneller Kompetenz von Lehrkräften. Der Erwerb entsprechenden Wissens soll daher möglichst schon im Lehramtsstudium erfolgen. Wie allerdings pädagogisches Wissen und fachdidaktisches Wissen zueinander in Verbindung stehen bzw. voneinander abgegrenzt werden können, ist konzeptionell wie empirisch noch weitgehend ungeklärt. Vor diesem Hintergrund bearbeitet der vorliegende Beitrag mithilfe standardisierter Wissenstests und auf der Basis von 889

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The same in German as in English? Investigating the subject-specificity of teaching quality

Cited by 47 publications

References 38 publications

Profiles of mathematics teachers’ competence and their relation to instructional quality

Profiles of mathematics teachers’ competence and their relation to instructional quality

The significance of dealing with mistakes for student achievement and motivation: results of doubly latent multilevel analyses

Pädagogisches Wissen versus fachdidaktisches Wissen?

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