Teacher competencies and educational goals.

Sonst. Personen	Peklaj, Cirila (Hrsg.)
Titel	Teacher competencies and educational goals.
Quelle	Aachen: Shaker (2010), 171 S.Verfügbarkeit
Reihe	Schriften zur Bildungs- und Freizeitwissenschaft. 6
Beigaben	grafische Darstellungen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISSN	1864-7626
ISBN	3-8322-9661-1; 978-3-8322-9661-2
Schlagwörter	Kompetenz; Erziehungsziel; Empirische Forschung; Lehrer; Schülerleistung; Motivation; Soziales Verhalten; Unterricht; Effektivität; Wirkung; Slowenien
Abstract	The aim of this monograph is to combine the knowledge from previous research on teacher competencies and their effects on students' social, motivational processes, academic behaviour and their achievement with the authors' own research. Therefore, the monograph starts with the model of effects teacher competencies can have on different processes in students, which is a framework for the theory and research described in later chapters. The model is followed by the synthesis of research findings related to a group of variables used in the research which can influence the students' school achievement: teaching methods, students' perceptions of teacher classroom management, social-motivational and cognitive processes. ... Individual chapters that follow are first related to specific elements and concepts of the proposed model and include a theoretic part as well as empirical results of two samples of eighth-grade primary school students and third-grade grammar school students in Slovenia. The chapters are first related to the concept of teacher competencies, then to teacher competencies as perceived by their students, followed by a discussion of the students' motivation, learning behaviour and achievement and finally the teachers' classroom management and development of the students' social skills. The monograph concludes with the empirical synthesis in which path analysis models presenting the relations between all four sets of variables, namely perceived teachers' competencies, students' motivation, their academic behaviour and achievement are discussed, and with the final conclusions and implications for educational practice. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2011/4