Professional competence of teachers : Effects on instructional quality and student development

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2013
Autor:innen
Kunter, Mareike
Klusmann, Uta
Baumert, Jürgen
Richter, Dirk
Voss, Thamar
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Journal of Educational Psychology. 2013, 105(3), pp. 805-820. ISSN 0022-0663. eISSN 1939-2176. Available under: doi: 10.1037/a0032583
Zusammenfassung

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.

Zusammenfassung in einer weiteren Sprache
Fachgebiet (DDC)
370 Erziehung, Schul- und Bildungswesen
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teacher quality, instruction, student achievement, student motivation
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ISO 690KUNTER, Mareike, Uta KLUSMANN, Jürgen BAUMERT, Dirk RICHTER, Thamar VOSS, Axinja HACHFELD, 2013. Professional competence of teachers : Effects on instructional quality and student development. In: Journal of Educational Psychology. 2013, 105(3), pp. 805-820. ISSN 0022-0663. eISSN 1939-2176. Available under: doi: 10.1037/a0032583
BibTex
@article{Kunter2013Profe-38648,
  year={2013},
  doi={10.1037/a0032583},
  title={Professional competence of teachers : Effects on instructional quality and student development},
  number={3},
  volume={105},
  issn={0022-0663},
  journal={Journal of Educational Psychology},
  pages={805--820},
  author={Kunter, Mareike and Klusmann, Uta and Baumert, Jürgen and Richter, Dirk and Voss, Thamar and Hachfeld, Axinja}
}
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