Early childhood teachers' mathematics-specific professional competence and its relation to the quality of learning support
Lade...
Dateien
Autor:innen
Lindmeier, Anke
Seemann, Selma
Meyer-Wyder, Anuschka
Leuchter, Miriam
Moser Opitz, Elisabeth
Heinze, Aiso
Autor:in (Körperschaft)
Publikationsdatum
08.06.2021
Typ der Arbeit
Studiengang
Typ
01A - Beitrag in wissenschaftlicher Zeitschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Zetetike
Themenheft
DOI der Originalpublikation
Reihe / Serie
Reihennummer
Jahrgang / Band
29
Ausgabe / Nummer
Seiten / Dauer
Patentnummer
Verlag / Herausgebende Institution
Universidade Estadual de Campinas. Faculdade de Educação
Verlagsort / Veranstaltungsort
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
Teacher expertise research uses different approaches, among them competence models. The model of mathematics-specific professional competence in this study differentiates action-related and reflective competence, which pertain to different types of professional demands according to dual processing theories and should positively impact teaching quality. The cross-sectional study with early childhood teachers investigates the structure of teacher competence and its relations to the quality of learning support in line with the notion of adaptive teaching when playing board games. The findings support a differentiation of competences according to the model (structural validity evidence). Expected relations between competences and the quality of the learning support are partially supported (predictive validity evidence). The study hence adds to research on teacher expertise by developing a specific understanding of competence in line with existing theories. Affordances of using competence models, as well as difficulties and open questions with relation to the emerging approach are discussed.
Schlagwörter
Teacher competence, Adaptive teaching, Validation study, Situated assessment
Fachgebiet (DDC)
370 - Erziehung, Schul- und Bildungswesen
Veranstaltung
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
ISSN
2176-1744
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Ja
Zukunftsfelder FHNW
Publikationsstatus
Veröffentlicht
Begutachtung
Peer-Review der ganzen Publikation
Open Access-Status
Gold
Lizenz
Zitation
LINDMEIER, Anke, Selma SEEMANN, Andrea WULLSCHLEGER, Anuschka MEYER-WYDER, Miriam LEUCHTER, Franziska VOGT, Elisabeth MOSER OPITZ und Aiso HEINZE, 2021. Early childhood teachers‘ mathematics-specific professional competence and its relation to the quality of learning support. Zetetike. 8 Juni 2021. Bd. 29. DOI 10.20396/zet.v29i00.8661896. Verfügbar unter: https://doi.org/10.26041/fhnw-4574