• Christiane Kuhn
  • Olga Zlatkin-Troitschanskaia
  • Anke Lindmeier
  • Colin Jeschke
  • Hannes Saas
  • Aiso Heinze
We introduce a theoretical framework on teachers’ instructional skills to describe how they can be modeled across different domains. This framework conceptualizes teachers’ instructional skills as action-related skills (during instruction) and reflective skills (before and after instruction), which are considered crucial for coping with the practical demands of everyday teaching in a specific subject. The theoretical framework assumes that both skill facets are influenced by the teacher’s professional knowledge, generic attributes such as general cognitive abilities or ambiguity tolerance as well as affective and motivational factors. To investigate the relationships between teachers’ instructional skills, domain-specific knowledge and generic attributes across different domains, the analytical model focuses on two subjects, mathematics and economics. Based on our study with pre- and in-service teachers of mathematics and economics (N = 564), which for the first time considers two subjects, we present results on these relationships. The findings are discussed with regard to their transferability to other domains.
Original languageEnglish
Title of host publicationStudent learning in German higher education : Innovative measurement approaches and research results
EditorsOlga Zlatkin-Troitschanskaia, Hans Anand Pant, Miriam Toepper, Corinna Lautenbach
Number of pages29
Place of PublicationWiesbaden
PublisherSpringer Fachmedien Wiesbaden
Publication date03.2020
ISBN (Print)978-3-658-27885-4
ISBN (Electronic)978-3-658-27886-1
Publication statusPublished - 03.2020

    Research areas

  • Pre- and in-service teachers, instructional skills, mathematics, economics, generic attributes, pedagogical content knowledge, content knowledge

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