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Teachers' ability to apply their subject-specific knowledge in instructional settings -A qualitative comparative study in the subjects mathematics and economics. / Jeschke, Colin; Kuhn, Christiane; Heinze, Aiso; Zlatkin-Troitschanskaia, Olga; Saas, Hannes; Lindmeier, Anke M.

in: Frontiers in Education, Jahrgang 6, 683962, 14.07.2021.

Publikationen: Beitrag in FachzeitschriftArtikel in FachzeitschriftForschungBegutachtung

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APA

Jeschke, C., Kuhn, C., Heinze, A., Zlatkin-Troitschanskaia, O., Saas, H., & Lindmeier, A. M. (2021). Teachers' ability to apply their subject-specific knowledge in instructional settings -A qualitative comparative study in the subjects mathematics and economics. Frontiers in Education, 6, [683962]. https://doi.org/10.3389/feduc.2021.683962

Vancouver

Author

Jeschke, Colin ; Kuhn, Christiane ; Heinze, Aiso ; Zlatkin-Troitschanskaia, Olga ; Saas, Hannes ; Lindmeier, Anke M. / Teachers' ability to apply their subject-specific knowledge in instructional settings -A qualitative comparative study in the subjects mathematics and economics. in: Frontiers in Education. 2021 ; Jahrgang 6.

BibTeX

@article{9d5cda3212d04357bb4c3988b58152b6,
title = "Teachers' ability to apply their subject-specific knowledge in instructional settings -A qualitative comparative study in the subjects mathematics and economics",
abstract = "To teach effectively, teachers need subject-specific knowledge, such as contentknowledge and pedagogical content knowledge, but also an ability to apply thatknowledge to master demanding classroom situations. However, there is noconsensus in research whether this ability should be modeled as a subject-specific ability or as a generic ability. This question is important for effective teacher training and especially for out-of-field teaching. In this exploratory study, we investigate the subject-specificity of the ability to apply subject-specific knowledge with German secondary pre-service teachers who are equally trained to teach mathematics and economics. We administered paper-pencil tests for subject-specific knowledge in both subjects to 37 pre-service teachers. In addition, video vignettes of instructional situations were used to elicit their ability to apply that knowledge. N=6 cases showed apt subjectspecific knowledge in both subjects to be analyzed regarding knowledge application.Based on a qualitative analysis of 93 responses to the video vignettes, teachers{\textquoteright} ability to apply that knowledge was examined. Our findings indicate systematic qualitative differences in the pre-service teachers{\textquoteright} responses in mathematics and economics. The results favor a subject-specific conceptualization of teachers{\textquoteright} ability to apply subject-specific knowledge in instructional settings. This implies for teacher training that learning opportunities for promoting teachers{\textquoteright} ability to apply their subject-specific knowledge in instructional settings should be designed specifically for the subject that will be taught. Ourstudy also suggests that out-of-field teachers require training in both knowledge and an ability to apply this knowledge in teaching another subject, as their ability to apply knowledge may not transfer from their field of expertise.",
keywords = "Professional competencies of pre-school and school teachers, teacher knowledge, teacher competence, mathematics teacher, economics teacher, teaching ability",
author = "Colin Jeschke and Christiane Kuhn and Aiso Heinze and Olga Zlatkin-Troitschanskaia and Hannes Saas and Lindmeier, {Anke M.}",
year = "2021",
month = jul,
day = "14",
doi = "10.3389/feduc.2021.683962",
language = "English",
volume = "6",
journal = "Frontiers in Education",
issn = "2504-284X",
publisher = "Frontiers Media S.A.",

}

RIS

TY - JOUR

T1 - Teachers' ability to apply their subject-specific knowledge in instructional settings -A qualitative comparative study in the subjects mathematics and economics

AU - Jeschke, Colin

AU - Kuhn, Christiane

AU - Heinze, Aiso

AU - Zlatkin-Troitschanskaia, Olga

AU - Saas, Hannes

AU - Lindmeier, Anke M.

PY - 2021/7/14

Y1 - 2021/7/14

N2 - To teach effectively, teachers need subject-specific knowledge, such as contentknowledge and pedagogical content knowledge, but also an ability to apply thatknowledge to master demanding classroom situations. However, there is noconsensus in research whether this ability should be modeled as a subject-specific ability or as a generic ability. This question is important for effective teacher training and especially for out-of-field teaching. In this exploratory study, we investigate the subject-specificity of the ability to apply subject-specific knowledge with German secondary pre-service teachers who are equally trained to teach mathematics and economics. We administered paper-pencil tests for subject-specific knowledge in both subjects to 37 pre-service teachers. In addition, video vignettes of instructional situations were used to elicit their ability to apply that knowledge. N=6 cases showed apt subjectspecific knowledge in both subjects to be analyzed regarding knowledge application.Based on a qualitative analysis of 93 responses to the video vignettes, teachers’ ability to apply that knowledge was examined. Our findings indicate systematic qualitative differences in the pre-service teachers’ responses in mathematics and economics. The results favor a subject-specific conceptualization of teachers’ ability to apply subject-specific knowledge in instructional settings. This implies for teacher training that learning opportunities for promoting teachers’ ability to apply their subject-specific knowledge in instructional settings should be designed specifically for the subject that will be taught. Ourstudy also suggests that out-of-field teachers require training in both knowledge and an ability to apply this knowledge in teaching another subject, as their ability to apply knowledge may not transfer from their field of expertise.

AB - To teach effectively, teachers need subject-specific knowledge, such as contentknowledge and pedagogical content knowledge, but also an ability to apply thatknowledge to master demanding classroom situations. However, there is noconsensus in research whether this ability should be modeled as a subject-specific ability or as a generic ability. This question is important for effective teacher training and especially for out-of-field teaching. In this exploratory study, we investigate the subject-specificity of the ability to apply subject-specific knowledge with German secondary pre-service teachers who are equally trained to teach mathematics and economics. We administered paper-pencil tests for subject-specific knowledge in both subjects to 37 pre-service teachers. In addition, video vignettes of instructional situations were used to elicit their ability to apply that knowledge. N=6 cases showed apt subjectspecific knowledge in both subjects to be analyzed regarding knowledge application.Based on a qualitative analysis of 93 responses to the video vignettes, teachers’ ability to apply that knowledge was examined. Our findings indicate systematic qualitative differences in the pre-service teachers’ responses in mathematics and economics. The results favor a subject-specific conceptualization of teachers’ ability to apply subject-specific knowledge in instructional settings. This implies for teacher training that learning opportunities for promoting teachers’ ability to apply their subject-specific knowledge in instructional settings should be designed specifically for the subject that will be taught. Ourstudy also suggests that out-of-field teachers require training in both knowledge and an ability to apply this knowledge in teaching another subject, as their ability to apply knowledge may not transfer from their field of expertise.

KW - Professional competencies of pre-school and school teachers

KW - teacher knowledge

KW - teacher competence

KW - mathematics teacher

KW - economics teacher

KW - teaching ability

U2 - 10.3389/feduc.2021.683962

DO - 10.3389/feduc.2021.683962

M3 - Journal article

VL - 6

JO - Frontiers in Education

JF - Frontiers in Education

SN - 2504-284X

M1 - 683962

ER -

ID: 1651095