Beyond Knowledge: Measuring Primary Teachers’ Subject-Specific Competences in and for Teaching Mathematics with Items Based on Video Vignettes
Beyond Knowledge: Measuring Primary Teachers’ Subject-Specific Competences in and for Teaching Mathematics with Items Based on Video Vignettes
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超越知识：通过基于视频片段的项目衡量小学教师在数学教学中的特定学科能力
DOI：
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发表时间：
2015
影响因子：
2.2
通讯作者：
Aiso Heinze
中科院分区：
文献类型：
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作者：
Imke Knievel;A. Lindmeier;Aiso Heinze
教师的学科认知是影响教学质量和学生学习质量的重要因素。然而，深入研究这些关系，可以进行只有一个健全的理论模型，为特定学科的教师认知（知识和能力/实践技能）和-在定量研究方法的情况下-相应的措施。专业认知可以被建模为基础专业知识（BK），并辅以与专业需求密切相关的反思能力（RC）和行动相关能力（AC）。为了严格执行这些特定学科的要求，我们为小学数学教师制定了创新的标准化措施。特别是，我们认为，基于视频的项目，在速度条件下实施，并评为整体观察是非常适合实现评估的行动相关的能力。本文详细介绍了测试开发以及编码和评分过程，并重点介绍了验证工作。本研究基于85名在职小学数学教师的数据，并显示了该方法的可行性。经典的量表分析以及验证性因素分析和不同模型的比较，以及教师群体（数学认证与非数学认证教师）的证据的有效性和可靠性的措施。
Teachers’ subject-specific cognition is seen as an important factor for the quality of instruction and, accordingly, student learning. However, in-depth research on these relations can only be carried out if a sound theoretical model for subject-specific teacher cognition (knowledge and competence/practical skills) and—in the case of a quantitative research approach—corresponding measures are available. The subject-specific cognition can be modeled as basic professional knowledge (BK) complemented by two further components of reflective competence (RC) and action-related competence (AC) with a close connection to professional demands. In order to implement these subject-specific demands rigorously, we developed innovative standardized measures for primary mathematics teachers. In particular, we argue that video-based items that are implemented in a speed condition and rated as holistic observations are well suited to realize the assessment of action-related competence. This article gives a detailed insight into the test development as well as the coding and scoring procedure and focuses on validation efforts. The study is based on the data of 85 in-service primary mathematics teachers and shows the viability of the approach. Classical scale analyses as well as confirmatory factor analyses and the comparison of different models as well as teacher groups (mathematics certified vs. non-mathematics certified teachers) give evidence for the validity and reliability of the measures.