Teacher Expectations, Gender Stereotypes, and Professional Knowledge (TEG-Know)

自20世纪60年代以来，教师期望作为学生成就发展的一个重要预测因素而被研究。尽管有这样的研究传统，我们仍然不太了解这种关系在教师层面的调节。然而，在有关教师特点的研究方面取得了特别的进展。除其他外，还记录了教师性别陈规定型观念的影响，并制定了衡量教师专业知识的可靠和有效措施。然而，教师期望、性别刻板印象和专业知识之间的关系尚未得到研究。在本研究项目中，我们旨在通过调查教师期望、性别刻板印象和专业知识之间的相关性来融合这些研究领域。此外，我们将分析这些变量对学生数学发展的影响。因此，我们期望能发现教师变数之间的互动关系，并推测专业知识会减弱教师期望与性别刻板印象的负面影响。我们计划对100名小学教师及其数学班级进行为期一年的纵向研究。研究设计将使我们能够分析教师的特点和他们之间的相互作用如何影响学生的发展。最重要的是，我们的研究结果将提供有关教师的知识，期望和性别刻板印象之间的关系，以及他们对学生成绩的影响。最后，本研究对教师专业发展有重要的启示。

Since the 1960s, teacher expectations have been researched as an important predictor of students' achievement development. In spite of this research tradition, we still do not know much about moderators of this relationship at the teacher level. There has been, however, particular progress in research dealing with relevant teacher characteristics. Among other things, effects of teachers' gender stereotypes have been recorded and reliable and valid measures of teachers' professional knowledge have been developed. The relationships between teachers' expectancies, gender stereotypes and professional knowledge, however, have not been investigated yet. In this research project, we aim to merge these research fields by investigating correlations between teachers' expectancies, gender stereotypes and professional knowledge. Moreover, we will analyze effects of these variables on students' development in mathematics. Thereby, we expect to find interactions between the teacher variables and we presume that professional knowledge attenuates negative effects of teachers' expectancies and gender stereotypes. We plan a one-year longitudinal study with 100 elementary school teachers and their classes in mathematics. The study design will allow us to analyze how the teacher characteristics and interactions between them affect student development. Our results will, above all, provide knowledge about the relationship between teachers' knowledge, expectancies and gender stereotypes, and their effects on student outcomes. Finally, the project may provide important insights for teachers' professional development.