Primary science teachers generic and subject-specific professional competences and performance. A study on their predictive validity regarding student learning

近年来，教师专业知识对教学行为和学生发展的影响越来越受到人们的关注。这些研究大多使用纸笔测试来衡量专业知识。这些测试被认为是对陈述性知识的评估，无法充分解释可观察到的教学行为。因此，情境知识的指标，如以专业的方式感知和分析教学的能力，在过去几年里越来越受到关注。这些技能在概念上是基于专业视野(Sherin，2007；Seidel&Stürmer，2014)或对教学专长的研究(Blömeke，Busse，Kaiser，König&Suhl，2016)。这些特定于情境的能力被认为在知识(作为对成功行为的倾向)与教学行为之间具有中介作用(Blömeke，Gustafsson&Shavelson，2015)。目前，很少有研究表明专业视觉与教学表现或学生学习之间的相关性，这些研究大多来自数学领域(Kering，Givvin，Thompson，Santagata&Stigler，2012；König&Kramer，2016；Roth，Garnier，Chen，Lemmens，Schwille&Wickler，2011；Sherin&van es，2009)。研究这种关系与其他领域和教学质量的其他维度是必要的，以允许可靠和普遍的推断。此外，关于教学行为与专业视野的相关性比与知识的相关性更强的假说(用纸笔测验进行评估)，以及专业视觉在知识和教学行为中的中介作用的假说，目前还没有得到令人满意的回答。拟议的研究将从课堂管理和学习支持这两个相关的教学层面来解决这些研究的需要。通过对60名小学教师及其所在班级的横断面研究，一方面考察课堂管理和学习支持(IV教师)的专业知识和专业愿景与课堂管理和学习支持的质量(DV/IV教师行为)、学生学习进度(DV学生)和学生对课堂管理或学习支持(DV学生)的评分之间的关系。此外，还将探索关于学习支持的特定学科结构和关于课堂管理的一般结构之间的相关性。除了对专业教师能力的重要方面之间的基本关系的理论洞察之外，这项研究还将提供关于所用测试的预测有效性的研究结果。

The effect of professional teacher knowledge on teaching behavior as well as on the development of students has increasingly been investigated over the last years. Most of these studies used paper-pencil-tests to measure professional knowledge. Those tests are supposed to assess rather declarative knowledge, that is not able to explain observable teaching behavior sufficiently. For this reason, indicators of situated knowledge, such as abilities to perceive and analyze teaching in a professional way, are more and more focused in the last years. Those skills are conceptually based on professional vision (Sherin, 2007; Seidel & Stürmer, 2014) or research on teaching expertise (Blömeke, Busse, Kaiser, König & Suhl, 2016). Those situation-specific abilities are supposed to have a mediation function between knowledge (as disposition for successful behavior) and teaching behavior (Blömeke, Gustafsson & Shavelson, 2015). Currently, there are only few studies, mostly from the mathematical domain, that indicate correlations between professional vision and teaching performance or student learning (Kersting, Givvin, Thompson, Santagata & Stigler, 2012; König & Kramer, 2016; Roth, Garnier, Chen, Lemmens, Schwille & Wickler, 2011; Sherin & van Es, 2009). Studies investigating this relationship with respect to other domains and additional dimensions of instructional quality are needed to allow reliable and generalizable inferences. In addition, the hypothesis of a stronger correlation of teaching behavior with professional vision than with knowledge (assessed with a paper-pencil-test), as well as the hypothesis of professional vision mediating knowledge and teaching behavior, are presently not satisfactorily answered. The proposed study will address these research desiderata with respect to two relevant teaching dimensions, classroom management and learning support. A cross-sectional study with 60 primary teachers and their respective classes will investigate the relationships between professional knowledge and professional vision of classroom management and learning support (IV teacher) on the one hand, and the quality of classroom management and learning support (DV/IV teacher behavior), the students learning progress (DV students) and student ratings of classroom management or learning support (DV students) on the other hand. Furthermore, correlations between subject-specific constructs regarding learning support and generic constructs regarding classroom management will be explored. Beyond the theoretical insights into fundamental relationships between important aspects of professional teacher competences, the study will provide findings about the predictive validity of the used tests.