Cross-nationally comparative results on teachers' qualification, beliefs, and practices.

Autor/inn/en	Vieluf, Svenja; Klieme, Eckhard
Titel	Cross-nationally comparative results on teachers' qualification, beliefs, and practices.
Quelle	Aus: Li, Yeping (Hrsg.); Kaiser, Gabriele (Hrsg.): Expertise in mathematics instruction. An international perspective. New York, NY u.a.: Springer (2011) S. 295-325 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	1-4419-7706-6; 978-1-4419-7706-9
DOI	10.1007/978-1-4419-7707-6_14
Schlagwörter	Empirische Untersuchung; Faktorenanalyse; Einstellung (Psy); Vorstellung (Psy); Kultureinfluss; Lehrer; Fachkompetenz; Lernen; Lehren; Schülerorientierter Unterricht; Unterrichtsgestaltung; Unterrichtsmethode; Regressionsanalyse; Mathematikunterricht; Qualifikation; Interkultureller Vergleich; Internationaler Vergleich; Professionalität; Qualität; OECD-Staaten
Abstract	A growing body of research compares educational processes and outcomes cross-nationally, but up to now there are only few studies on teachers and their expertise involving more than a handful of countries. Drawing on data from the OECD-Teaching and Learning International Survey the present chapter aims at filling this research gap. It compares different aspects of teacher quality namely mathematics teachers qualification, beliefs about the nature of teaching and learning and classroom teaching practices across 23 countries. Results of descriptive and multivariate analyses show the three facets and their subscales to be distinct but interrelated across countries. At the same time significant differences in profiles are observed cross-nationally. The findings suggest both, global and country-specific effects on teacher quality. (DIPF/Autor).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2011/4