Wirkung von Lehrerfortbildungen auf Expertise von Lehrkräften zu formativem Assessment im kompetenzorientierten Mathematikunterricht
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Wirkung von Lehrerfortbildungen auf Expertise von Lehrkräften zu formativem Assessment im kompetenzorientierten Mathematikunterricht. / Besser, Michael; Leiss, Dominik ; Klieme, Eckhard.
in: Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie, Jahrgang 47, Nr. 2, 2015, S. 110-122.Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Wirkung von Lehrerfortbildungen auf Expertise von Lehrkräften zu formativem Assessment im kompetenzorientierten Mathematikunterricht
AU - Besser, Michael
AU - Leiss, Dominik
AU - Klieme, Eckhard
PY - 2015
Y1 - 2015
N2 - Teachers' expertise, that is teachers' content knowledge, pedagogical content knowledge and general pedagogical knowledge, is crucial when considering the determinants influencing teaching and learning. Nevertheless, it is unclear how teachers' expertise develops or whether teachers' expertise can be build up within teacher trainings. Within the research project ``Co(2)CA,'' teacher trainings concentrating on selected pedagogical and didactical ideas of teaching mathematics were conducted and evaluated using tests senstitive to the content of the teacher trainings. Assigned by interest, 30 teachers participated in teacher trainings discussing formative assessment of teaching competency-oriendet mathematics (Experimental Group A); 37 teachers participated in teacher trainings focusing on general questions about competency-oriented mathematics (Experimental Group B). Quantitative analyses of the expertise tests prove the effectiveness of the teacher trainings: Controlling for general pedagogical content knowledge, at the end of the training, teachers of Group A score significantly higher than teachers of Group B on the expertise test on formative assessment of teaching competency-oriented mathematics.
AB - Teachers' expertise, that is teachers' content knowledge, pedagogical content knowledge and general pedagogical knowledge, is crucial when considering the determinants influencing teaching and learning. Nevertheless, it is unclear how teachers' expertise develops or whether teachers' expertise can be build up within teacher trainings. Within the research project ``Co(2)CA,'' teacher trainings concentrating on selected pedagogical and didactical ideas of teaching mathematics were conducted and evaluated using tests senstitive to the content of the teacher trainings. Assigned by interest, 30 teachers participated in teacher trainings discussing formative assessment of teaching competency-oriendet mathematics (Experimental Group A); 37 teachers participated in teacher trainings focusing on general questions about competency-oriented mathematics (Experimental Group B). Quantitative analyses of the expertise tests prove the effectiveness of the teacher trainings: Controlling for general pedagogical content knowledge, at the end of the training, teachers of Group A score significantly higher than teachers of Group B on the expertise test on formative assessment of teaching competency-oriented mathematics.
KW - Empirische Bildungsforschung
KW - Didaktik der Mathematik
KW - Erziehungswissenschaften
KW - Fachdidaktik allg.
KW - Competency-oriented mathematics
KW - Formative assessment
KW - Pedagogical content knowledge
KW - Teacher trainings
KW - Teachers' expertise
UR - http://www.scopus.com/inward/record.url?scp=84928238036&partnerID=8YFLogxK
U2 - 10.1026/0049-8637/a000128
DO - 10.1026/0049-8637/a000128
M3 - Zeitschriftenaufsätze
VL - 47
SP - 110
EP - 122
JO - Zeitschrift fur Entwicklungspsychologie und Padagogische Psychologie
JF - Zeitschrift fur Entwicklungspsychologie und Padagogische Psychologie
SN - 0049-8637
IS - 2
ER -