Literaturnachweis - Detailanzeige
| Autor/inn/en | Jeschke, Colin; Kuhn, Christiane; Lindmeier, Anke; Zlatkin-Troitschanskaia, Olga; Saas, Hannes; Heinze, Aiso |
|---|---|
| Titel | Performance Assessment to Investigate the Domain Specificity of Instructional Skills among Pre-Service and In-Service Teachers of Mathematics and Economics |
| Quelle | In: British Journal of Educational Psychology, 89 (2019) 3, S.538-550 (13 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Jeschke, Colin) ORCID (Kuhn, Christiane) ORCID (Lindmeier, Anke) ORCID (Zlatkin-Troitschanskaia, Olga) ORCID (Heinze, Aiso) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0007-0998 |
| DOI | 10.1111/bjep.12277 |
| Schlagwörter | Teaching Skills; Teacher Evaluation; Performance Based Assessment; Preservice Teachers; Mathematics Teachers; Economics Education; Transfer of Training; Pedagogical Content Knowledge; Foreign Countries; Germany |
| Abstract | Background: Key elements of instructional quality include the teacher's ability to immediately react in domain-specific classroom situations. Such skills -- defined as action-related skills -- can only be validly assessed using authentic representations of real-life teaching practice. However, research has not yet explained how teachers apply domain-specific knowledge for teaching and to what extent action-related skills are transferable from one domain to another. Aims: Our study aims to examine (1) the relationship between action-related skills, content knowledge, and pedagogical content knowledge, and (2) the domain specificity of action-related skills of (prospective) teachers in the two domains of mathematics and economics. Sample(s): We examined German pre-service and in-service teachers of mathematics (N = 239) and economics (N = 321), including n = 96 (prospective) teachers who teach both subjects. Methods: Action-related skills in mathematics and economics were measured using video-based performance assessments. Content knowledge and pedagogical content knowledge were assessed using established paper-pencil tests. Correlation analyses, linear regressions, and a path model were applied. Results: In mathematics and economics, we find a similar pattern of moderate correlations between action-related skills, content knowledge, and pedagogical content knowledge. Moreover, a significant correlation between action-related skills in mathematics and economics can be explained almost entirely by underlying relations between content knowledge and pedagogical content knowledge in both domains. Conclusions: Our findings suggest that action-related skills empirically differ from domain-specific knowledge and should be considered as domain-specific constructs. This indicates that teacher education should not only focus on domain-specific teacher knowledge, but may also provide learning opportunities for action-related skills in each domain. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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