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AutorenWuttke, Eveline; Seifried, Jürgen
TitelModelling and measurement of teacher competence. Old wine in new skins?
QuelleAus: Mulder, Martin (Hrsg.): Competence-based vocational and professional education. (2016) S. 883-901
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ReiheTechnical and vocational education and training. Issues, concerns and prospects. 23
BeigabenLiteraturangaben, Abbildungen, Tabellen
Spracheenglisch
Dokumenttypgedruckt; online; Sammelwerksbeitrag
ISBN978-3-319-41711-0; 978-3-319-41711-0
DOI10.1007/978-3-319-41713-4_41
SchlagwörterLehrerausbildung; Kompetenz; Wirtschaftspädagogik; Modellierung; Messung; Lehrer-Schüler-Beziehung; Professionalisierung; Unterrichtsqualität;
AbstractIn the last decade, there is an increasing discussion on teaching quality and teachers’ professional competences (e.g. Cochran-Smith, 2001). International comparative studies such as TEDS-M and MT21 reveal that German pre-service and in-service teachers lack central competence facets (e.g. content knowledge, pedagogical content knowledge; cf. Blömeke et al., 2008; 2010). These findings suggest that teacher education programs fail to successfully prepare student teachers for their tasks. A central problem is that – even if there is an increasing amount of studies on per-service teachers’ competence – research on vocational teachers’ competence in the domain of business and economic education is so far scarce. So the key issue of the paper is to provide an overview of research activities in this field of interest. To do so, the chapter will start from a broad perspective with a look back on the origins of Competence Based Teacher Education (CBTE). The focus will be on competence definitions, competence modelling and measurement in teacher education. Approaches will be presented and discussed critically (chapter 2). It must be stated that the early approaches were not successful because of a lack of conceptual clarity and precision as well as a weakness of the empirical foundation. In chapter 3 we will discuss recent initiatives modelling and measuring teacher competence, putting the focus on central competence facets and correspondent measurement models. Current competence modelling approaches mainly draw on eclectic competence models. In this sense, professional teacher competence is seen as a composition of professional knowledge (mainly content knowledge and pedagogical content knowledge) as well as beliefs, motivational orientation and self-regulation. Critical points concerning the earlier approaches of competence based teacher education are taken up in this chapter, too. Furthermore, we will emphasize, in what aspects recent approaches can be seen as an improvement. In the fourth chapter, we will focus on teacher education in business and economic education and discuss examples of modelling and measuring pre-service and in-service teachers’ competences. In this section, some findings from different studies will be reported. They show that pre-service teachers lack several competence facets. For this reason, a training study to foster teachers’ content knowledge and pedagogical content knowledge was implemented. First findings from the study will be reported as well. The paper will close with a critical discussion and an outlook (Orig.).
Erfasst vonDIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
UpdateNeueintrag 2019-03
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