Modelling early childhood teachers’ mathematics-specific professional competence and its differential growth through professional development – an aspect of structural validity
Lade...
Autor:innen
Lindmeier, Anke
Seemann, Selma
Kuratli-Geeler, Susanne
Dunekacke, Simone
Leuchter, Miriam
Moser Opitz, Elisabeth
Heinze, Aiso
Autor:in (Körperschaft)
Publikationsdatum
31.01.2020
Typ der Arbeit
Studiengang
Typ
01A - Beitrag in wissenschaftlicher Zeitschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Research in Mathematics Education
Themenheft
DOI der Originalpublikation
Link
Reihe / Serie
Reihennummer
Jahrgang / Band
22
Ausgabe / Nummer
2
Seiten / Dauer
1-20
Patentnummer
Verlag / Herausgebende Institution
Taylor & Francis
Verlagsort / Veranstaltungsort
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
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.
Schlagwörter
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
1479-4802
1754-0178
1754-0178
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Nein
Publikationsstatus
Veröffentlicht
Begutachtung
Peer-Review der ganzen Publikation
Open Access-Status
Hybrid
Lizenz
Zitation
LINDMEIER, Anke, Selma SEEMANN, Susanne KURATLI-GEELER, Andrea WULLSCHLEGER, Simone DUNEKACKE, Miriam LEUCHTER, Franziska VOGT, Elisabeth MOSER OPITZ und Aiso HEINZE, 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. 31 Januar 2020. Bd. 22, Nr. 2, S. 1–20. DOI 10.1080/14794802.2019.1710558. Verfügbar unter: https://doi.org/10.26041/fhnw-4575