Linking aspects of teacher competence to their instruction. Results from the COACTIV project.

Autor/inn/en	Kunter, Mareike; Klusmann, Uta; Dubberke, Thamar; Baumert, Jürgen; Blum, Werner; Brunner, Martin; Jordan, Alexander; Krauss, Stefan; Löwen, Kathrin; Neubrand, Michael; Tsai, Yi-Miau
Titel	Linking aspects of teacher competence to their instruction. Results from the COACTIV project.
Quelle	Aus: Prenzel, Manfred (Hrsg.): Studies on the educational quality of schools. The final report on the DFG Priority Programme. Münster u.a.: Waxmann (2007) S. 39-59Verfügbarkeit
Beigaben	grafische Darstellungen
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-3-8309-1863-9
Schlagwörter	Kompetenz; Empirische Untersuchung; Einstellung (Psy); Lehrer; Fachwissen; Motivation; Unterricht; Mathematikunterricht; Messung; Qualität; Deutschland
Abstract	The contribution ... is based on a study that is connected with the extended example of PISA 2003 in Germany (including a longitudinal component). The COACTIV project developed a conceptual framework of mathematic teachers' competence and integrates knowledge, beliefs, and psychological functioning. The project assessed teachers whose 9th grade classes participated in PISA 2003 and investigated the aspects of teacher competence depicted in the conceptual framework, their interplay and their contribution to the accomplishment of educational goals. The mathematical competency of the students was tested in grade 9 and one year later - as part of the German national extension of the PISA sample - in grade 10. This is one of the first studies that found evidence for a systematic linkage between teacher characteristics and classroom instruction; it underlines the importance of teachers' professional competence and provides important results for effective teacher training. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/2