Wirkung von Lehrerfortbildungen auf Expertise von Lehrkräften zu formativem Assessment im kompetenzorientierten Mathematikunterricht

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

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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 ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

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@article{42ea4e6e40a64ad0af9037c95b49dd90,
title = "Wirkung von Lehrerfortbildungen auf Expertise von Lehrkr{\"a}ften zu formativem Assessment im kompetenzorientierten Mathematikunterricht",
abstract = "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.",
keywords = "Empirische Bildungsforschung, Didaktik der Mathematik, Erziehungswissenschaften, Fachdidaktik allg., Competency-oriented mathematics, Formative assessment, Pedagogical content knowledge, Teacher trainings, Teachers' expertise",
author = "Michael Besser and Dominik Leiss and Eckhard Klieme",
year = "2015",
doi = "10.1026/0049-8637/a000128",
language = "Deutsch",
volume = "47",
pages = "110--122",
journal = "Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie",
issn = "0049-8637",
publisher = "Hogrefe Verlag GmbH & Co. KG",
number = "2",

}

RIS

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 für Entwicklungspsychologie und pädagogische Psychologie

JF - Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie

SN - 0049-8637

IS - 2

ER -

DOI