Early childhood teachers' mathematics-specific professional competence and its relation to the quality of learning support
Loading...
Authors
Lindmeier, Anke
Seemann, Selma
Meyer-Wyder, Anuschka
Leuchter, Miriam
Moser Opitz, Elisabeth
Heinze, Aiso
Author (Corporation)
Publication date
08.06.2021
Typ of student thesis
Course of study
Collections
Type
01A - Journal article
Editors
Editor (Corporation)
Supervisor
Parent work
Zetetike
Special issue
DOI of the original publication
Series
Series number
Volume
29
Issue / Number
Pages / Duration
Patent number
Publisher / Publishing institution
Universidade Estadual de Campinas. Faculdade de Educação
Place of publication / Event location
Edition
Version
Programming language
Assignee
Practice partner / Client
Abstract
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.
Keywords
Teacher competence, Adaptive teaching, Validation study, Situated assessment
Subject (DDC)
Event
Exhibition start date
Exhibition end date
Conference start date
Conference end date
Date of the last check
ISBN
ISSN
2176-1744
Language
English
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
Open access category
Gold
License
Citation
Lindmeier, A., Seemann, S., Wullschleger, A., Meyer-Wyder, A., Leuchter, M., Vogt, F., Moser Opitz, E., & Heinze, A. (2021). Early childhood teachers’ mathematics-specific professional competence and its relation to the quality of learning support. Zetetike, 29. https://doi.org/10.20396/zet.v29i00.8661896