Journal ArticleDOI
Professional Competence of Teachers: Effects on Instructional Quality and Student Development
TLDR
In this paper, the authors investigated teachers' pedagogical content knowledge, professional beliefs, work-related motivation, and self-regulation as aspects of their professional competence and examined how these aspects impact instruction and, in turn, student outcomes.Abstract:
This study investigates teachers’ pedagogical content knowledge, professional beliefs, work-related motivation, and self-regulation as aspects of their professional competence. Specifically, it examines how these aspects impact instruction and, in turn, student outcomes. In a nationally representative sample of 194 German secondary school mathematics classes, multiple measures were used to assess teacher competence, instructional quality, and students’ achievement and motivation. The effect of teachers’ professional competence on student outcomes was estimated in a 1-year repeated-measures design. Two-level structural equation models revealed positive effects of teachers’ pedagogical content knowledge, enthusiasm for teaching, and self-regulatory skills on instructional quality, which in turn affected student outcomes. In contrast, teachers’ general academic ability did not affect their instruction. The multidimensional model of teachers’ professional competence introduced in this article seems suited to stimulate further research on the personal indicators of teacher quality.read more
Citations
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Generic dimensions of teaching quality: the German framework of Three Basic Dimensions
TL;DR: In this article, the authors argue that classroom management, student support, and cognitive activation are generic aspects of classroom teaching, forming three basic dimensions of teaching quality, which are based on general theories of schooling and teaching as well as established theories and research traditions from educational psychology.
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Teachers’ professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout
Fani Lauermann,Johannes König +1 more
TL;DR: This paper examined the associations of two aspects of teachers' professional competence (GPK and self-efficacy) with teachers' likelihood of experiencing burnout, as well as possible differences in these constructs as a function of gender and teaching experience.
Journal ArticleDOI
One lesson is all you need? Stability of instructional quality across lessons.
TL;DR: In this paper, the authors investigated how three dimensions of instructional quality, classroom management, personal learning support, and cognitive activation of students, vary between the lessons of a specific teacher, and how many lessons per teacher are necessary to establish sufficiently reliable measures of these dimensions.
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Teachers’ emotional exhaustion is negatively related to students’ achievement: Evidence from a large-scale assessment study.
TL;DR: In this article, the authors examined the association between teachers' emotional exhaustion and students' achievement in mathematics, and by testing whether classroom composition moderates this relation, they found that emotional exhaustion was significantly negatively related to students' mathematics achievement, even after teacher characteristics and classroom composition were controlled for.
Journal ArticleDOI
Teacher job satisfaction: the importance of school working conditions and teacher characteristics
TL;DR: The authors found that job satisfaction closely correlates with teacher retention and contributes to teacher job satisfaction in terms of job satisfaction and job satisfaction is positively correlated with teacher recruitment, retention, and recruitment.
References
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Journal ArticleDOI
Those Who Understand: Knowledge Growth in Teaching
TL;DR: In this paper, Shulman observa la historia de evaluaciones docentes, noting that the evaluación docente parecia preocuparse tanto por los conocimientos, como el siglo anterior se preoccupaba por la pedagogia.
CONOCIMIENTO Y ENSEÑANZA: FUNDAMENTOS DE LA NUEVA REFORMA 1 Knowledge and Teaching: Foundations of the New Reform
TL;DR: Lee S. Shulman as mentioned in this paper builds his foundation for teachi ng reform on an idea of teaching that emphasizes comprension and reasoning, transformation and reflection, and argues that this emphasis is justified by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past.
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Knowledge and Teaching: Foundations of the New Reform
TL;DR: Lee S. Shulman as mentioned in this paper builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes,...
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Fit indices in covariance structure modeling : Sensitivity to underparameterized model misspecification
Li-tze Hu,Peter M. Bentler +1 more
TL;DR: In this article, the sensitivity of maximum likelihood (ML), generalized least squares (GLS), and asymptotic distribution-free (ADF)-based fit indices to model misspecification, under conditions that varied sample size and distribution.
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Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct:
TL;DR: The authors examines the meaning prominent researchers give to beliefs and how this meaning differs from that of knowledge, provides a definition of belief consistent with the best work in this area, and explores the nature of belief structures as outlined by key researchers.