By Mareike Kunter, Jürgen Baumert, Werner Blum, Ute Klusmann, Stefan Krauss, Michael Neubrand
This paintings reviews the findings of the pro Competence of lecturers, Cognitively Activating guideline, and improvement of scholars´ Mathematical Literacy undertaking (COACTIV). COACTIV applies a extensive, leading edge conceptualization of instructor competence to envision how arithmetic academics’ wisdom, ideals, motivational orientations, and self-regulation abilities impact their tutorial perform and instructing results during this venture information was once accumulated on a variety of features of instructor competence and lecture room guideline from the viewpoint of either the academics themselves and their scholars. additionally, it gauges the consequences of those instructor features on scholar studying, as listed through the growth scholars in every one type. Questions addressed within the research that are mentioned during this quantity contain: What are the features of winning instructing? What distinguishes lecturers who reach their occupation? How can the standard of guide be improved?
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Additional info for Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers: Results from the COACTIV Project
Borko 2004; Borko and Putnam 1996; Blömeke et al. 2011b; Munby et al. 2001). The COACTIV model of teachers’ professional competence adopts these three core dimensions of teachers’ knowledge—CK, PCK, and (broadening Shulman’s original definition) general pedagogical/psychological knowledge (PPK)—and supplements them by two further dimensions: organizational knowledge (Shulman 1987) and the counseling knowledge that professionals need in their communication with laypeople (Bromme and Rambow 2001; Hertel 2009; Hertel et al.
Klett-Kallmeyer, Seelze Helsper W (2007) Eine Antwort auf Jürgen Baumerts und Mareike Kunters Kritik am strukturtheoretischen Professionsansatz [A response to Jürgen Baumert’s and Mareike Kunter’s criticism of the structural theoretical approach to teacher professionalism]. Zeitschrift für Erziehungswissenschaft 10(4):567–579 Hertel S (2009) Beratungskompetenz von Lehrern: Kompetenzdiagnostik, Kompetenzförderung, Kompetenzmodellierung [Teachers’ counseling competence: diagnosis, promotion, and modeling of professional competence].
1016/S0883-0355(02)00004-6 Blömeke S, Kaiser G, Lehmann, R (eds) (2008a) Professionelle Kompetenz angehender Lehrerinnen und Lehrer: Wissen, Überzeugungen und Lerngelegenheiten deutscher Mathematik-Studierender und -Referendare: Erste Ergebnisse zur Wirksamkeit der Lehrerausbildung [Professional competence of prospective teachers: knowledge, beliefs, and learning opportunities of mathematics teacher candidates in Germany. First findings on the efficacy of teacher education]. Waxmann, Münster Blömeke S, Kaiser G, Schwarz B, Lehmann R, Seeber S, Müller C, Felbrich A (2008b) Entwicklung des fachbezogenen Wissens in der Lehrerausbildung [Development of content knowledge and pedagogical content knowledge in teacher education].
Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers: Results from the COACTIV Project by Mareike Kunter, Jürgen Baumert, Werner Blum, Ute Klusmann, Stefan Krauss, Michael Neubrand