The Professional Knowledge of German Secondary Mathematics Teachers: Investigations in the Context of the COACTIV Project
The Professional Knowledge of German Secondary Mathematics Teachers: Investigations in the Context of the COACTIV Project
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德国中学数学教师的专业知识：COACTIV项目背景下的调查
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发表时间：
2008
期刊：
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通讯作者：
J. Baumert
中科院分区：
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作者：
S. Krauss;M. Neubrand;W. Blum;J. Baumert
教师的特定领域知识与高质量教学的相关性已被反复强调，特别是在数学教学中（例如，Ball、Lubienski 和 Mewborn，2001 年）。然而，尽管教师的专业知识在创造强大的学习环境方面发挥着重要作用，但如今只有很少的工具可以直接利用教师的知识（Baumert，Blum＆Neubrand，2004）。因此，关于数学教师知识的许多问题，即数学教师知识的内容、结构，或者数学教师知识如何影响教学和学习的方式，仍然没有从经验上得到解答。 COACTIV 项目（课堂认知激活）的目标之一是概念化中学数学教师的专业知识并相应地构建可靠的测试。 COACTIV 于 2002 年至 2006 年期间由德国研究基金会 (DFG) 资助（项目负责人：Jurgen Baumert，柏林；Werner Blum，卡塞尔；Michael Neubrand，奥尔登堡），对 2003 年和 2004 年德国 PISA 班级的数学教师进行了调查。除了知识测试之外，COACTIV 还新开发（或改编）了一系列广泛的工具，其中包括教师的传记背景、动机取向、职业信念和自我调节（图 1；有关工具的概述，请参见 Krauss 等人，2004 年）。从图 1 中可以清楚地看出，COACTIV 和 PISA 之间的密切关系在德国首次允许对教师及其课程 (COACTIV) 以及学生的大型数据集（PISA；参见 Prenzel 等人，2004 年）在一个共同的技术和概念框架中进行综合分析（有关 COACTIV 结果的概述，特别参见 Kunter 等人的新闻报道，或 Brunner 等人，2006a）。
The relevance of teachers’ domain-specific knowledge for high-quality instruction has been emphasised repeatedly, particularly in the context of mathematics teaching (e.g., Ball, Lubienski, & Mewborn, 2001). However, despite the eminent role that is attributed to teachers’ professional knowledge for creating powerful learning environments, today only very few instruments are available to tap teachers’ knowledge directly (Baumert, Blum & Neubrand, 2004). As a consequence, many questions on mathematics teachers’ knowledge, i.e., on its content, its structure, or on the way how it influences teaching and learning, are still empirically unanswered. One of the aims of the COACTIV Project (Cognitive Activation in the Classroom) was to conceptualise the professional knowledge of secondary mathematics teachers and to construct reliable tests accordingly. COACTIV, which was funded by the German research foundation (DFG) from 2002-2006 (Project directors: Jurgen Baumert, Berlin; Werner Blum, Kassel; Michael Neubrand, Oldenburg), investigated the mathematics teachers of the German PISA classes 2003 and 2004. Besides knowledge tests, in COACTIV a broad battery of instruments was newly developed (or adapted) that tapped, among other things, teachers’ biographical background, motivational orientations, professional beliefs and self regulation (Fig. 1; for an overview on the instruments see, e.g., Krauss et al., 2004). As it becomes clear from Figure 1, the close relationship between COACTIV and PISA allows, for the first time in Germany, a combined analysis of large data sets on teachers and their lessons (COACTIV) as well as on their students (PISA; see Prenzel et al., 2004) in a common technical and conceptual framework (for an overview on results of COACTIV see, in particular, Kunter et al., in press, or Brunner et al., 2006a).