Video-Based Measurement of Primary Mathematics Teachers' Action-Related Competences [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).

Autor/inn/en	Knievel, Imke; Lindmeier, Anke; Heinze, Aiso
Titel	Video-Based Measurement of Primary Mathematics Teachers' Action-Related Competences [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary School Mathematics; Elementary School Teachers; Mathematics Instruction; Teacher Competencies; Video Technology; Teacher Evaluation; Evaluation Methods; Knowledge Base for Teaching; Computer Assisted Testing; Test Construction; Pedagogical Content Knowledge; Foreign Countries; Test Validity; Test Reliability; Germany + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Lehrkunst; Teacher appraisal; Lehrerbeurteilung; Teaching theory; Theory of teaching; Unterrichtstheorie; Testaufbau; Pädagogische Kompetenz; Ausland; Testvalidität; Testreliabilität; Deutschland
Abstract	Teacher cognition is seen as an important factor for the quality of instruction and, accordingly, student learning of a subject. However, in-depth research on these relations can only be done if a sound theoretical model for subject-specific teacher cognition (knowledge and competence/practical skills) and corresponding measures are available. This work aims at the development of reliable and valid measures for primary school teachers in mathematics. The subject-specific cognition is modeled as basic professional knowledge (BK) and further two components of reflective competence (RC) and action-related competence (AC). Using video-based items, we developed a computer-based standardized test and collected data of N = 85 primary mathematics teachers. We present results on the quality of the measures and have a closer look on the structure of teacher cognition. [For the complete proceedings, see ED597799.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01