Die Suche nach dem kompetenten Lehrer. Ein personenzentrierter Ansatz.

Autor/inn/en	Kunter, Mareike; Klusmann, Uta
Titel	Die Suche nach dem kompetenten Lehrer. Ein personenzentrierter Ansatz.
Quelle	Aus: Bos, Wilfried (Hrsg.); Klieme, Eckhard (Hrsg.); Köller, Olaf (Hrsg.): Schulische Lerngelegenheiten und Kompetenzentwicklung. Festschrift für Jürgen Baumert. Münster u.a.: Waxmann (2010) S. 207-230 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	deutsch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	3-8309-2358-9; 978-3-8309-2358-9
Schlagwörter	Kompetenz; Clusteranalyse; Empirische Untersuchung; Einstellung (Psy); Zufriedenheit; Lehrer; Fachwissen; Motivation; Unterricht; Wertorientierung; Professionalität; Qualität; Deutschland
Abstract	This chapter investigates the professional competence of teachers by means of a personcentred approach. To date, the personal characteristics teachers need as prerequisites for successful teaching have been the subject of empirical studies focusing mainly on knowledge, beliefs and motivational-self regulatory characteristics of teachers. Based on a variety of theoretical frameworks, these studies have focused predominantly on single aspects of competence rather than on the interaction of these aspects. Using a sample of 229 mathematics teachers (from data gathered in the COACTIV project), latent profile analyses were conducted to generate individual profiles of competence. These contained person-specific combinations of subject knowledge, professional beliefs, and motivational-self regulatory characteristics. Three distinctive profiles were found: the role model, the self-regulator, and the problem teacher. Analyses of instructional quality, professional well-being and teachers' professional development in relation to their profile of competence showed systematic differences in these aspects of the teaching profession. Problem teachers showed below average achievement overall, whereas differences between role models and self-regulators were negligible. Hence, professional competence of teachers may be better defined as a multidimensional construct composed of cognitive and non-cognitive aspects of competence, with the possibility of compensatory interaction between aspects of competence. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/4