Modelling early childhood teachers’ mathematics-specific professional competence and its differential growth through professional development – an aspect of structural validity
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Authors
Lindmeier, Anke
Seemann, Selma
Kuratli-Geeler, Susanne
Dunekacke, Simone
Leuchter, Miriam
Moser Opitz, Elisabeth
Heinze, Aiso
Author (Corporation)
Publication date
31.01.2020
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Type
01A - Journal article
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Parent work
Research in Mathematics Education
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Volume
22
Issue / Number
2
Pages / Duration
1-20
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Publisher / Publishing institution
Taylor & Francis
Place of publication / Event location
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Abstract
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.
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ISBN
ISSN
1479-4802
1754-0178
1754-0178
Language
English
Created during FHNW affiliation
No
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
Open access category
Hybrid
License
Citation
Lindmeier, A., Seemann, S., Kuratli-Geeler, S., Wullschleger, A., Dunekacke, S., Leuchter, M., Vogt, F., Moser Opitz, E., & Heinze, A. (2020). Modelling early childhood teachers’ mathematics-specific professional competence and its differential growth through professional development – an aspect of structural validity. Research in Mathematics Education, 22(2), 1–20. https://doi.org/10.1080/14794802.2019.1710558