Modeling and Measuring Knowledge and Competencies of Teachers

Beschreibung

Recent studies used content knowledge and pedagogical content knowledge as predicting variables for expertise in order to explain success in student learning. In this work, potential disadvantages of these approaches are analyzed: Acting competently in classroom situations demands more dispose of content and pedagogical content knowledge. Central topic is the analysis and description of these domain-specific competencies. Therefore, the study proposes a model compatible with existing approaches. It 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.
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 which 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. It is proposed complementing the known paper-and-pencil item formats with video- and computer-based formats 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.

Autor*in

Anke Lindmeier
Dr. Anke Lindmeier studierte von 1998 bis 2005 an der Katholischen Universität Eichstätt-Ingolstadt und schloss das Studium mit dem Diplom im Fach Mathematik und dem ersten Staatsexamen für das Lehramt an Gymnasien (Fächer Mathematik, Katholische Religionslehre, Informatik) ab. Von November 2005 bis Januar 2010 war sie als wissenschaftliche Mitarbeiterin am Lehrstuhl für Didaktik der Mathematik der Ludwig-Maximilians-Universität München tätig. Zum Februar 2010 wechselte sie an die neu gegründete School of Education der Technischen Universität München und ist dort wissenschaftliche Mitarbeiterin am Heinz Nixdorf-Stiftungslehrstuhl für Didaktik der Mathematik (Prof. Dr. Kristina Reiss). Anke Lindmeier promovierte 2010 an der TUM School of Education. Dr. Anke Lindmeier studied from 1998 to 2005 at the Catholic University Eichstätt-Ingolstadt and finished her studies with a diploma in mathematics and state examinations for secondary teachers (grades 5-12, Subject matters mathematics, religious education, computer science). She worked as a research assistant at the mathematics education group of the Ludwig-Maximilians-Universität München from November 2005 to January 2010. In February 2010, she started as a research assistant at the newly founded School of Education at the Technische Universität München, Heinz Nixdorf-Chair for Mathematics Education (Prof. Dr. Kristina Reiss). She finished her PhD 2010.

Themen in »Modeling and Measuring Knowledge and Competencies of Teachers«

Mathematikdidaktik Lehrerkompetenzen Kompetenzmodellierung Kompetenzmessung videobasierte Forschungsmethoden computerbasierte Forschungsmethoden Empirische Bildungsforschung

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Lindmeiers Arbeit stellt eine beachtenswerte Erweiterung der bestehenden Forschung dar; die Ergebnisse der Studie stimmen mit den theoretischen Überlegungen überein und das domänenspezifische Strukturmodell zur Beschreibung von professionellem mathematischen Wissen eröffnet eine neue Perspektive auf die kognitiven Ressourcen von Lehrpersonen. – Brigitte Hepberger in: Zentralblatt MATH, 1275-1
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