Effectiveness of teacher education. State of research, measurement issues and consequences for future studies.

Autor/inn/en	Blömeke, Sigrid; Felbrich, Anja; Müller, Christiane; Kaiser, Gabriele; Lehmann, Rainer
Titel	Effectiveness of teacher education. State of research, measurement issues and consequences for future studies.
Quelle	In: ZDM : mathematics education, 40 (2008) 5, S. 719-734 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-008-0096-x
Schlagwörter	Empirische Forschung; Lehrerausbildung; Lehrerbildung; Berufliche Kompetenz; Bewertung; Effektivität
Abstract	Teacher-education research lacks a common theoretical basis, which prevents a convincing development of instruments and makes it difficult to connect studies to each other. Our paper models how to measure effective teacher education in the context of the current state of knowledge in the field. First, we conceptualize the central criterion of effective teacher education: "professional competence of future teachers". Second, individual, institutional, and systemic factors are modeled that may influence the acquisition of this competence during teacher education. In doing this, we turn round the perspective taken by Cochran-Smith and Zeichner (Studying teacher education. The report of the AERA panel on research and teacher education. Lawrence Erlbaum, Mahwah 2005), who mainly take an educational-sociological perspective by focusing on characteristics of teacher education and looking for their effects. In contrast, we take an educational-psychological perspective by focusing on professional competence of teachers and examining influences on this. Challenges connected to an assessment of teacher-education outcomes are discussed as well.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2010/2