Universität zu Köln

Hoth, Jessica, Kaiser, Gabriele ORCID: 0000-0002-6239-0169, Busse, Andreas, Döhrmann, Martina, König, Johannes ORCID: 0000-0003-3374-9408 and Blömeke, Sigrid ORCID: 0000-0001-6068-4932 (2017). Professional competences of teachers for fostering creativity and supporting high-achieving students. ZDM-the international journal on mathematics education, 49 (1). S. 107 - 121. HEIDELBERG: Springer. ISSN 1863-9704

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Abstract

This paper addresses an important task teachers face in class: the identification and support of creative and high-achieving students. In particular, we examine whether primary teachers (1) have acquired professional knowledge during teacher education that is necessary to foster creativity and to teach high-achieving students, and whether they (2) possess the situation- specific skills necessary to do so. For this purpose, (1) the knowledge of German primary school teachers who participated in the TEDS-M study at the end of teacher education is analyzed. (2), a subset of these teachers interpreted classroom video scenes that require identifying and supporting creative and high-achieving students in the longitudinal follow-up study to TEDS-M (TEDS-FU) after 3 years of work experience. Contingency analyses between teachers' professional knowledge and their skills in identifying and supporting mathematically creative and high-achieving students were carried out. The analyses revealed that those teachers who have difficulties in logical reasoning and understanding structural aspects of mathematics also have difficulties in identifying and supporting creative and high-achieving students. It was difficult for them to identify students' thinking processes based on structural reflections and pattern recognition; moreover, they had difficulty in further developing mathematically rich answers by students. In line with these results, teachers with strong professional knowledge were able to identify and support mathematically creative and high-achieving students. Thus, the study reveals that a connection between teachers' professional knowledge and their skills in identifying and supporting mathematically creative and high-achieving students exists but that many future and early career teachers seem to have deficiencies in these respects.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Hoth, Jessica UNSPECIFIED UNSPECIFIED UNSPECIFIED Kaiser, Gabriele UNSPECIFIED orcid.org/0000-0002-6239-0169 UNSPECIFIED Busse, Andreas UNSPECIFIED UNSPECIFIED UNSPECIFIED Döhrmann, Martina UNSPECIFIED UNSPECIFIED UNSPECIFIED König, Johannes johannes.koenig@uni-koeln.de orcid.org/0000-0003-3374-9408 UNSPECIFIED Blömeke, Sigrid UNSPECIFIED orcid.org/0000-0001-6068-4932 UNSPECIFIED
URN:	urn:nbn:de:hbz:38-238240
DOI:	10.1007/s11858-016-0817-5
Journal or Publication Title:	ZDM-the international journal on mathematics education
Volume:	49
Number:	1
Page Range:	S. 107 - 121
Date:	2017
Publisher:	Springer
Place of Publication:	HEIDELBERG
ISSN:	1863-9704
Language:	English
Faculty:	Faculty of Human Sciences
Divisions:	Faculty of Human Sciences > Department Erziehungs- und Sozialwissenschaften > Institut für Allgemeine Didaktik und Schulforschung Weitere Institute, Arbeits- und Forschungsgruppen > Interdisziplinäres Zentrum für empirische LehrerInnen- und Unterrichtsforschung (IZeF)
Subjects:	Education
Uncontrolled Keywords:	Keywords Language MATHEMATICAL CREATIVITY; CONTENT KNOWLEDGE Multiple languages Education & Educational Research Multiple languages
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/23824