Professional competence of teachers: Effects on instructional quality and student development.

Autor/inn/en	Kunter, Mareike; Klusmann, Uta; Baumert, Jürgen; Richter, Dirk; Voss, Thamar; Hachfeld, Axinja
Titel	Professional competence of teachers: Effects on instructional quality and student development.
Quelle	In: Journal of educational psychology, 105 (2013) 3, S. 805-820Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/a0032583
Schlagwörter	Effizienz; Lehrer; Schüler; Leistungsmotivation; Leistung; Lehrer; Schüler; Leistungsmotivation; Berufliche Kompetenz; Effizienz; Leistung
Abstract	Investigated teachers' pedagogical content knowledge, professional beliefs, work-related motivation, and self-regulation as aspects of their professional competence. Specifically, it was examined how these aspects impact instruction and, in turn, student outcomes. In a nationally representative sample of 194 German secondary school mathematics classes (181 teachers with a mean age of 48 years, 4,353 ninth-grade students), multiple measures were used to assess teacher competence, instructional quality, and students' achievement and motivation. The effect of teachers' professional competence on student outcomes was estimated in a 1-year repeated-measures design. Results of two-level structural equation models show positive effects of teachers' pedagogical content knowledge, enthusiasm for teaching, and self-regulatory skills on instructional quality, which in turn affected student outcomes. In contrast, teachers' general academic ability did not affect their instruction. It is concluded that the multidimensional model of teachers' professional competence introduced in this article is suited to stimulate further research on the personal indicators of teacher quality. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2014/3