Video-based measurement of primary mathematics teachers’ action-related competences
Conference contribution (Article) › Research › Peer reviewed
Publication data
| By | Imke Knievel, Anke Lindmeier, Aiso Heinze |
| Original language | English |
| Published in | Susan Oesterle, Peter Liljedahl, Cynthia Nicol, Darien Allan (Eds.), Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education (vol. 3) |
| Pages | 433-440 |
| Editor (Publisher) | PME |
| ISBN | 978-0-86491-363-0 |
| DOI/Link | PME2014_Knievel_Video_based_measurement_of_primary_mathematics_teachers_action_related_competences.pdf |
| Publication status | Published – 2014 |
Teacher cognition is seen as an important factor for the quality of instruction and, accordingly, student learning of a subject. However, in-depth research on these relations can only be done if a sound theoretical model for subject-specific teacher cognition (knowledge and competence/practical skills) and corresponding measures are available. This work aims at the development of reliable and valid measures for primary school teachers in mathematics. The subject-specific cognition is modeled as basic professional knowledge (BK) and further two components of reflective competence (RC) and action-related competence (AC). Using video-based items, we developed a computer-based standardized test and collected data of N = 85 primary mathematics teachers. We present results on the quality of the measures and have a closer look on the structure of teacher cognition.
