Comparing Future Teachers' Beliefs across Countries: Approximate Measurement Invariance with Bayesian Elastic Constraints for Local Item Dependence and Differential Item Functioning

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Autor/inn/en	Braeken, Johan; Blömeke, Sigrid
Titel	Comparing Future Teachers' Beliefs across Countries: Approximate Measurement Invariance with Bayesian Elastic Constraints for Local Item Dependence and Differential Item Functioning
Quelle	In: Assessment & Evaluation in Higher Education, 41 (2016) 5, S.733-749 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2016.1161005
Schlagwörter	Comparative Analysis; Bayesian Statistics; Test Bias; Teacher Education; Beliefs; Mathematics; Mathematics Education; Mathematics Instruction; Foreign Countries; Teacher Attitudes; Test Items; Item Response Theory; Mathematics Teachers; Achievement Tests; Grade 4; International Assessment; Reading Achievement; Reading Tests; Elementary Secondary Education; Mathematics Achievement; Science Achievement; Mathematics Tests; Science Tests; Teaching Methods; Teacher Education Programs; Teacher Educators; Secondary School Mathematics; Surveys; Pedagogical Content Knowledge; Preservice Teachers; Likert Scales; Factor Analysis; Correlation; Secondary School Students; Elementary School Mathematics; Elementary School Students; Markov Processes; Botswana; Canada; Chile; Georgia Republic; Germany; Malaysia; Norway; Philippines; Poland; Russia; Singapore; Switzerland; Taiwan; Thailand; United States; Progress in International Reading Literacy Study; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Testkritik; Lehrerausbildung; Lehrerbildung; Belief; Glaube; Mathematik; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Ausland; Lehrerverhalten; Test content; Testaufgabe; Item-Response-Theorie; Mathematics; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 04; 4. Schuljahr; Schuljahr 04; Leseleistung; Lesetest; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher education; Education; Survey; Umfrage; Befragung; Pädagogische Kompetenz; Likert-Skala; Faktorenanalyse; Korrelation; Sekundarschüler; Elementare Mathematik; Schulmathematik; Markowscher Prozess; Kanada; Deutschland; Norwegen; Philippinen; Polen; Russland; Singapur; Schweiz; USA
Abstract	Using data from the international Teacher Education and Development Study: Learning to Teach Mathematics (TEDS-M), the measurement equivalence of teachers' beliefs across countries is investigated for the case of "mathematics-as-a fixed-ability". Measurement equivalence is a crucial topic in all international large-scale assessments and widely undervalued for non-achievement measures. Although it is well known that cultural differences may affect response styles or meaning of constructs, and although comparability is often not specifically examined, international large-scale assessment results are typically compared across countries in terms of scale means. Full scalar invariance is typically unattainable in such international assessments due to their sheer size and local item dependence issues. To deal with both challenges, a Bayesian approach is introduced that uses informative priors to define elastic equivalence constraints to investigate the comparability of TEDS-M future teachers' beliefs under a working assumption of approximate measurement invariance. Substantively, a clear pattern of three groups of countries emerged that corroborates preliminary findings in other studies for other teacher beliefs. Future mathematics teachers in Thailand, Malaysia and the Philippines believed more strongly that mathematics is a fixed ability, whereas the USA, Chile, Norway, Germany and Switzerland believed less strongly in this. Taiwan, Singapore, Poland and Russia took the middle ground. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01