The same yet different? Teaching quality differs across a teacher’s classes, but teachers with higher knowledge make teaching quality more similar

Voss, Thamar; Zachrich, Lisa; Fauth, Benjamin; Wittwer, Jörg

doi:10.1016/j.learninstruc.2022.101614

Cited by 18 publications

(11 citation statements)

References 40 publications

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“…For example, for classroom management, we only had data on the absence of disruptions in the classroom. However, other aspects of classroom management such as effective time use or monitoring could be taken into account in future studies (Voss, Zachrich, Fauth & Wittwer, 2022). To get a more detailed look at teaching quality, future research could draw on other theoretical frameworks.…”

Section: Strengths and Limitations Of The Studymentioning

confidence: 99%

Does Traditional Teacher Training Matter? Differences in Teaching Quality Between Alternatively Certified and Traditionally Certified Teachers

Lucksnat¹,

Richter²,

Henschel³

et al. 2023

Preprint

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The present study investigates whether alternatively and traditionally certified teachers differ in their teaching quality. We conducted doubly latent multilevel analysis using a large-scale dataset with student ratings on the quality of instruction provided by 1,550 traditionally and 135 alternatively certified secondary school mathematics teachers in Germany. Findings show no evidence of differences in teaching quality between alternatively and traditionally certified teachers. Independent of the type of certification, novice teachers scored lower on classroom management than experienced teachers. Findings suggest that beginning teachers—whether alternatively or traditionally certified—need to be better prepared for classroom management before starting to teach.

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Section: Strengths and Limitations Of The Studymentioning

confidence: 99%

Does Traditional Teacher Training Matter? Differences in Teaching Quality Between Alternatively Certified and Traditionally Certified Teachers

Lucksnat¹,

Richter²,

Henschel³

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…These skeptical beliefs about the importance of education science for teaching success are not in line with the empirical evidence: Research results indicate that teachers' knowledge about topics from education science is related to teaching success in terms of instructional quality and achievement: Higher pedagogical-psychological knowledge of teachers is associated with higher learning support of the students (Voss et al, 2014(Voss et al, , 2022, a more efficient classroom management (Voss et al, 2014(Voss et al, , 2022, and higher students' achievement (König and Pflanzl, 2016). This importance of teacher knowledge is not limited to pedagogical-psychological knowledge.…”

Section: Do Student Teachers Hold Skeptical Beliefs About Education S...mentioning

confidence: 99%

“…Similarly, (prospective) teachers often belief that findings from education science are of little relevance to their teaching in the classroom (Broekkamp and Hout-Wolters, 2007). These beliefs contradict research findings highlighting the importance of teachers' knowledge of empirical evidence from education sciencefor example, knowledge about effective teaching methods or effective classroom management strategies (e.g., König and Pflanzl, 2016;Ulferts, 2019;Voss et al, 2022) -for their professional success.…”

Section: Introductionmentioning

confidence: 99%

Not useful to inform teaching practice? Student teachers hold skeptical beliefs about evidence from education science

Voss

2022

Front. Educ.

Self Cite

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A goal of teacher education is to promote evidence-based teaching. Teacher beliefs are assumed to act as facilitators or barriers to evidence-based thinking and practices. In three sub-studies with a total of N = 346 German student teachers, the extent of student teachers’ beliefs about education science and their consequences and sources were investigated. First, the results of questionnaire data indicated that student teachers held skeptical beliefs about education science: On average, they perceived education science as less complex than their subject disciplines and as less important for successful teaching than their subject didactics. Additionally, they endorsed myths about learning and teaching. Second, the more skeptical the student teachers’ beliefs, the lower their engagement in education science courses within teacher education. Third, hypotheses about potential sources of these skeptical beliefs were experimentally tested as starting points for changing beliefs. The results showed that the “soft” research methods typical of education science and a general tendency to perceive research findings as trivial (hindsight bias) might contribute to this devaluation. Furthermore, students studying the natural sciences and students with little experience with education science held more skeptical beliefs.

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“…Although teacher knowledge is recognized as a strong influence of teaching quality, empirical evidence examining this relationship is scarce, all fields considered [7,42,87,88]. As more and more people enroll in HCI courses [59], it is crucial to ensure quality instruction and improve practices in HCI education which, in turn, will foster deep student learning and understanding [55] of HCI perspectives and applications.…”

Section: Introductionmentioning

confidence: 99%

Applying the TPACK model to HCI Education: Relationships between Perceived Instructional Quality and Teacher Knowledge

Sacre

Lallemand

2023

Proceedings of the 5th Annual Symposium on HCI Education

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Instructional quality in Human-Computer Interaction (HCI) education is crucial to ensure that students acquire the necessary skills to understand the complexity of socio-technical systems and design interfaces and interactions accordingly. Previous empirical evidence suggests that teaching quality is determined by teacher knowledge -domain-specific, pedagogical, and technological knowledge. Through a survey of N=54 HCI instructors, this paper reports on teacher knowledge and investigates its relationship with their perceived teaching quality at different levels of HCI education. Findings show that HCI instructors rated their domain-specific and technological knowledge rather high, while the components of pedagogical knowledge were rated lower. Yet, pedagogical knowledge was related to instructional quality, specifically the degree of cognitive activation provided to students. We contribute by documenting and discussing the strengths and weaknesses of HCI instructors' knowledge and teaching quality. We draw implications for instructors, institutions and the HCI education community. CCS CONCEPTS• Human-centered computing → Human computer interaction (HCI).

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The same yet different? Teaching quality differs across a teacher’s classes, but teachers with higher knowledge make teaching quality more similar

Cited by 18 publications

References 40 publications

Does Traditional Teacher Training Matter? Differences in Teaching Quality Between Alternatively Certified and Traditionally Certified Teachers

Does Traditional Teacher Training Matter? Differences in Teaching Quality Between Alternatively Certified and Traditionally Certified Teachers

Not useful to inform teaching practice? Student teachers hold skeptical beliefs about evidence from education science

Applying the TPACK model to HCI Education: Relationships between Perceived Instructional Quality and Teacher Knowledge

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