Teachers' mathematical knowledge, cognitive activation in the classroom, and student progress

In both the United States and Europe, concerns have been raised about whether preservice and in-service training succeeds in equipping teachers with the professional knowledge they need to deliver consistently high-quality instruction. This article investigates the significance of teachers' con...

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Veröffentlicht in:American educational research journal Jg. 47; H. 1; S. 133 - 180
Hauptverfasser: Baumert, Jürgen, Kunter, Mareike, Blum, Werner, Brunner, Martin, Voss, Thamar, Jordan, Alexander, Klusmann, Uta, Krauss, Stefan, Neubrand, Michael, Tsai, Yi-Miau
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Los Angeles, CA SAGE Publications 01.03.2010
American Educational Research Association
Schlagworte:
Academic Achievement
Achievement Gains
Classroom management
Cognitive Ability
Cognitive models
Cognitive style
Educational research
Foreign Countries
Germany
Grade 10
Inservice Education
Inservice training
Instructional Effectiveness
Knowledge
Knowledge Base for Teaching
Kognitive Entwicklung
Kognitiver Prozess
Learning
Lehrer
Lernerfolg
Lernfortschritt
Mathematical knowledge
Mathematics Education
Mathematics Teachers
Mathematikunterricht
Mathematische Kompetenz
Pedagogical Content Knowledge
Pedagogy
Quality of education
Schüler
Secondary school students
Secondary school teachers
Structural Equation Models
Teacher Competency Testing
Teacher Education
Teacher Effectiveness
Teachers
Teaching methods
Teaching, Learning, and Human Development
Germany
hierarchical modeling with latent variables
teacher knowledge
teacher education
mathematics
cognitive activation
instruction
ISSN:0002-8312, 1935-1011
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Zusammenfassung:In both the United States and Europe, concerns have been raised about whether preservice and in-service training succeeds in equipping teachers with the professional knowledge they need to deliver consistently high-quality instruction. This article investigates the significance of teachers' content knowledge and pedagogical content knowledge for high-quality instruction and student progress in secondary-level mathematics. It reports findings from a 1-year study conducted in Germany with a representative sample of Grade 10 classes and their mathematics teachers. Teachers' pedagogical content knowledge was theoretically and empirically distinguishable from their content knowledge. Multilevel structural equation models revealed a substantial positive effect of pedagogical content knowledge on students' learning gains that was mediated by the provision of cognitive activation and individual learning support.
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ISSN:0002-8312
1935-1011
DOI:10.3102/0002831209345157