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Profiles of mathematics teachers’ competence and their relation to instructional quality
Blömeke, Sigrid Kaiser, Gabriele König, Johannes Jentsch, Armin
Blömeke, Sigrid
Kaiser, Gabriele
König, Johannes
Jentsch, Armin
Abstract
Most of the research examining the relation between instructional quality (INQUA) and mathematics teachers’ competence was restricted to a limited set of competence facets. Furthermore, mostly variable-oriented approaches were applied that assume homogeneity of teacher competence. In our study, teacher competence is conceptualized as a comprehensive multi-dimensional construct including a broad range of subject-specific and generic facets regarding mathematics teachers’ knowledge, skills and beliefs, all assessed in a standardized way with well-established instruments. In our person-oriented approach, applying latent profile analysis, we examined whether it was possible to identify subgroups of teachers with different competence profiles. These profiles were then related to the generic and subject-specific INQUA implemented. The exploratory study was carried out with 77 secondary mathematics teachers from Germany as part of the projects TEDS Instruct and TEDS Validate. The data revealed four competence profiles that differed quantitatively and qualitatively. The profiles were related to different types of INQUA, and the relations indicate a need of strong levels of knowledge and skills for high INQUA but a lesser relevance of learning beliefs related to the dynamic nature of mathematics. In addition, our results indicate a need of a stronger subject-specific operationalization of INQUA in contrast to previously dominating generic conceptualizations.
Keywords
instructional quality, teacher knowledge, cognitive skills, latent profles, mathematics teachers, mathematical beliefs, mathematics content knowledge
Date
2020
Type
Journal article
Journal
ZDM: The International Journal on Mathematics Education
Book
Volume
52
Issue
2
Page Range
329-342
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
CC BY 4.0
File Access
Open