Measuring Chinese teacher professional competence. Adapting and validating a German framework in China.

Autor/inn/en	Yang, Xinrong; Kaiser, Gabriele; König, Johannes; Blömeke, Sigrid
Titel	Measuring Chinese teacher professional competence. Adapting and validating a German framework in China.
Quelle	In: Journal of curriculum studies, 50 (2018) 5, S. 638-653Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2018.1502810
Schlagwörter	Validität; Vergleichsuntersuchung; Lehrerforschung; China; Lehrer; Lehrerbildung; Mathematikunterricht; Validität; Professionalität; Lehrer; Lehrerbildung; Mathematikunterricht; Berufliche Kompetenz; Adaptation; Professionalität; China
Abstract	The study presented in the paper has the following goals. The first is to review and compare teacher competence frameworks developed in Eastern (Chinese) and Western (German) contexts, exemplified for the domain of mathematics. Major similarities of the two contexts could be reconstructed in the conceptualization of teacher competence as a multidimensional construct comprising knowledge, teaching-related skills and beliefs. Distinct differences could be identified as well, with the Chinese frameworks including a wider range of teacher-competence facets and emphasizing more teaching-related competencies than the Western (German) frameworks. The second purpose is to adapt and validate a German framework of the measurement of mathematics teacher competence in a Chinese context. This adaptation and validation uses exemplarily mathematics teacher, in detail follow-up-studies of the international Teacher Education and Development Study: Learning to Teach Mathematics (TEDS-M). With the integration of a qualitative approach (e.g. elemental validity) and a quantitative approach (e.g. construct validity) to validate the framework, the results of both approaches suggest a satisfactory validity for the adaptation. Overall, the results point out that the examined teacher competence framework and its instruments can be used for comparative analyses in Germany and China.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2019/1