Literaturnachweis - Detailanzeige
| Autor/inn/en | Yang, Xinrong; Kaiser, Gabriele; König, Johannes; Blömeke, Sigrid |
|---|---|
| Titel | Measuring Chinese Teacher Professional Competence: Adapting and Validating a German Framework in China |
| Quelle | In: Journal of Curriculum Studies, 50 (2018) 5, S.638-653 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Yang, Xinrong) ORCID (Kaiser, Gabriele) ORCID (König, Johannes) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0272 |
| DOI | 10.1080/00220272.2018.1502810 |
| Schlagwörter | Foreign Countries; Teacher Competencies; Mathematics Instruction; Mathematics Teachers; Models; Chinese; German; Secondary School Teachers; Comparative Education; Educational Change; Construct Validity; Content Validity; China; Germany |
| Abstract | The study presented in the paper has the following goals. The first is to review and compare teacher competence frameworks developed in Eastern (Chinese) and Western (German) contexts, exemplified for the domain of mathematics. Major similarities of the two contexts could be reconstructed in the conceptualization of teacher competence as a multidimensional construct comprising knowledge, teaching-related skills and beliefs. Distinct differences could be identified as well, with the Chinese frameworks including a wider range of teacher-competence facets and emphasizing more teaching-related competencies than the Western (German) frameworks. The second purpose is to adapt and validate a German framework of the measurement of mathematics teacher competence in a Chinese context. This adaptation and validation uses exemplarily mathematics teacher, in detail follow-up-studies of the international Teacher Education and Development Study: Learning to Teach Mathematics (TEDS-M). With the integration of a qualitative approach (e.g. elemental validity) and a quantitative approach (e.g. construct validity) to validate the framework, the results of both approaches suggest a satisfactory validity for the adaptation. Overall, the results point out that the examined teacher competence framework and its instruments can be used for comparative analyses in Germany and China. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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