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Early childhood teachers' mathematics-specific professional competence and its relation to the quality of learning support. / Lindmeier, Anke; Seemann, Selma; Wullschleger, Andrea et al.
in: Zetetiké, Jahrgang 29, e021002, 08.06.2021.Publikationen: Beitrag in Fachzeitschrift › Artikel in Fachzeitschrift › Forschung › Begutachtung
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TY - JOUR
T1 - Early childhood teachers' mathematics-specific professional competence and its relation to the quality of learning support
AU - Lindmeier, Anke
AU - Seemann, Selma
AU - Wullschleger, Andrea
AU - Meier-Wyder, Anuschka
AU - Leuchter, Miriam
AU - Vogt, Franziska
AU - Moser Opitz, Elisabeth
AU - Heinze, Aiso
PY - 2021/6/8
Y1 - 2021/6/8
N2 - Research on teacher knowledge has been criticised for taking too narrow a view on expertise. Therefore, teacher competence frameworks have been developed that are closely related to professional demands. Their practice-oriented conceptualisations have led to innovative measures with situative demands. However, there is still a lack of knowledge on whether these frameworks are actually suited to map teacher growth. This study investigated whether two components of teacher competence, Action-related (AC) and Reflective Competence (RC), can be differentially fostered through specific interventions in early childhood mathematics education. We designed two professional development programmes with a focus on AC and RC and implemented them in a randomised controlled experiment with 170 teachers. Overall, we found that AC, RC, and professional knowledge were sensitive to interventions with different change profiles. Although our hypotheses were only partially supported, the results can be seen as evidence regarding the distinctness of competence and knowledge components.
AB - Research on teacher knowledge has been criticised for taking too narrow a view on expertise. Therefore, teacher competence frameworks have been developed that are closely related to professional demands. Their practice-oriented conceptualisations have led to innovative measures with situative demands. However, there is still a lack of knowledge on whether these frameworks are actually suited to map teacher growth. This study investigated whether two components of teacher competence, Action-related (AC) and Reflective Competence (RC), can be differentially fostered through specific interventions in early childhood mathematics education. We designed two professional development programmes with a focus on AC and RC and implemented them in a randomised controlled experiment with 170 teachers. Overall, we found that AC, RC, and professional knowledge were sensitive to interventions with different change profiles. Although our hypotheses were only partially supported, the results can be seen as evidence regarding the distinctness of competence and knowledge components.
KW - Professional competencies of pre-school and school teachers
KW - teacher competence
KW - Adaptive teaching
KW - Validation study
KW - Situated assessment
U2 - 10.20396/zet.v29i00.8661896
DO - 10.20396/zet.v29i00.8661896
M3 - Journal article
VL - 29
JO - Zetetiké
JF - Zetetiké
SN - 0104-4877
M1 - e021002
ER -
ID: 1580996