ISBN:
9781461451495
Language:
English
Pages:
Online-Ressource (VI, 378 p. 31 illus, digital)
Series Statement:
Mathematics Teacher Education 8
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Buchausg. u.d.T. Cognitive activation in the mathematics classroom and professional competence of teachers
Keywords:
Mathematics
;
Educational psychology
;
Education
;
Education
;
Mathematics
;
Educational psychology
;
Cognition in children--Congresses.
;
Effective teaching--Congresses.
;
Learning, Psychology of--Congresses.
;
Mathematics--Study and teaching--Congresses.
;
Mathematics
;
Study and teaching
;
Congresses
;
Effective teaching
;
Congresses
;
Cognition in children
;
Congresses
;
Learning, Psychology of
;
Congresses
;
Aufsatzsammlung
;
Mathematikunterricht
;
Lehr-Lern-Forschung
;
Mathematikunterricht
;
Lehr-Lern-Forschung
Abstract:
Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers presents the findings of the Professional Competence of Teachers, Cognitively Activating Instruction, and Development of Students´ Mathematical Literacy project (COACTIV). COACTIV applies a broad, innovative conceptualization of teacher competence to examine how mathematics teachers’ knowledge, beliefs, motivational orientations, and self-regulation skills influence their instructional practice and teaching outcomes. Moreover, it gauges the effects of these teacher characteristics on student learning, as indexed by the progress of students in each class. For this book, COACTIV study data relating to various aspects of teacher competence and classroom instruction from the perspective of both the teachers themselves and their students was collected and analyzed. Questions addressed and discussed include: What are the characteristics of successful teaching? What distinguishes teachers who succeed in their profession? How can the quality of instruction be improved? Written for researchers from a broad range of areas, such as educational psychology, general education, and mathematics education, this book effectively demonstrates how teacher competence relates directly to measurable student learning gains
Description / Table of Contents:
Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers; Contents; Chapter 1: Professional Competence of Teachers, Cognitively Activating Instruction, and the Development of Students' Mathematical Literacy (COACTIV): A Research Program; 1.1 Guiding Research Questions and Theoretical Framework; 1.2 Instruction as the "Core Business" of Teaching; 1.3 Teaching as a Professional Activity; 1.4 Which Research Traditions Provide the Foundation for COACTIV?
Description / Table of Contents:
1.4.1 Research on Teaching and Learning: Cognitively Activating Instruction, Opportunities, and Constraints of Generic Instructional Research1.4.2 Professional Knowledge: An Expertise-Based Approach Without the Focus on Peak Performance or Perfection; 1.4.3 Research on Motivational and Occupational Health Psychology; 1.5 Aims and Structure of This Book; 1.6 COACTIV: A Cooperative Research Endeavor; References; Part I:Theoretical and Empirical Foundations; Chapter 2: The COACTIV Model of Teachers' Professional Competence; 2.1 Generic Structural Model of Teachers' Professional Competence
Description / Table of Contents:
2.2 The Core of Professionalism: Knowledge2.2.1 Dimensions of Professional Knowledge in the Teaching Profession; 2.2.2 Types of Knowledge and Their Mental Representation; 2.2.3 Content Knowledge and Pedagogical Content Knowledge; 2.2.4 Generic Pedagogical Knowledge and Skills; 2.2.5 Counseling and Organizational Knowledge; 2.3 Values and Beliefs; 2.4 Motivational Orientations and Self-Regulation; 2.4.1 Control Beliefs and Self-Efficacy Beliefs; 2.4.2 Intrinsic Motivational Orientations: Teacher Enthusiasm
Description / Table of Contents:
2.4.3 Professional Self-Regulation: Engagement and the Ability to Maintain a Healthy Distance2.5 Conclusion: Professional Competence as a Multidimensional Construct; References; Chapter 3: Teacher Education in Germany; 3.1 Introduction; 3.2 Basic Structure of the German Secondary School System; 3.3 Historical Background; 3.3.1 History of Teacher Education; 3.3.2 Schooling and Teacher Education in a Divided Germany; 3.3.3 The Demise of the Hauptschule; 3.4 Teacher Education in Germany; 3.4.1 Teacher Education and School Types; 3.4.2 Two-Phase Training Model; 3.4.3 Teachers as Beamte
Description / Table of Contents:
3.5 Current Problems and Developments3.5.1 Demographic Trends and "Pig Cycle" Fluctuations; 3.5.2 Bologna Process; 3.6 Summary; References; Chapter 4: The Development of Teachers' Professional Competence; 4.1 Introduction; 4.1.1 Causes of Interindividual Differences in Professional Competence: Individual Aptitude or Professional Qualification?; 4.1.2 A Theoretical Model of the Development of Teachers' Professional Competence; 4.1.2.1 Consequences of Professional Competence; 4.1.2.2 Learning Opportunities that Foster Professional Competence
Description / Table of Contents:
4.1.2.3 Individual Teacher Characteristics and Their Influence on the Development of Competence
Description / Table of Contents:
The COACTIV Model of Teachers’ Professional Competence -- Teacher Education in Germany -- The Development of Teachers’ Professional Competence -- The COACTIV Research Program: Methodological Framework -- The Model of Instructional Quality in COACTIV: A Multicriteria Analysis -- Task Analysis in COACTIV: Examining the Potential for Cognitive Activation in German Mathematics Classrooms -- Mathematics Teachers’ Domain-Specific Professional Knowledge: Conceptualization and Test Construction in COACTIV -- The Effect of Content Knowledge and Pedagogical Content Knowledge on Instructional Quality and Student Achievement -- Teachers’ General Pedagogical/Psychological Knowledge -- The Diagnostic Skills of Mathematics Teachers -- Mathematics Teachers’ Beliefs -- Motivation as an Aspect of Professional Competence: Research Findings on Teacher Enthusiasm -- General Occupational Motivation and Self-Regulation -- Individual Characteristics of Prospective Teachers -- Learning at University -- Professional Development Across the Teaching Career -- The COACTIV Research Program On Teachers’ Professional Competence: Summary and Discussion -- Publications from the COACTIV Research Program (April 2012).
Note:
Description based upon print version of record
DOI:
10.1007/978-1-4614-5149-5
URL:
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