König, Johannes ORCID: 0000-0003-3374-9408, Blömeke, Sigrid ORCID: 0000-0001-6068-4932, Jentsch, Armin, Schlesinger, Lena, Nehls, Caroline Felske Nee, Musekamp, Frank and Kaiser, Gabriele ORCID: 0000-0002-6239-0169 (2021). The links between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom. Educ. Stud. Math., 107 (1). S. 189 - 213. DORDRECHT: SPRINGER. ISSN 1573-0816

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It is widely assumed that teachers play a key role in providing high-quality learning opportunities to students and fostering students' learning. Yet it is still unclear how specific teacher knowledge facets as part of their professional competence contribute to classroom processes and learning outcomes. Focusing on mathematics education at the secondary level, this study investigates the links between teachers' pedagogical competence (i.e., cognitive pedagogical facets of their professional competence), instructional quality, and students' mathematics achievement. The sample comprises mathematics teacher and student data from 59 classrooms in Germany. Student mathematics achievement was measured across two time points (grade 7 and 8). Teachers' pedagogical competence was tested using two tests measuring their general pedagogical knowledge (GPK) and situation-specific classroom management expertise (CME). Instructional quality was measured using observational rating data from in vivo rating in mathematics classrooms. Research questions on the relation of teachers' competence and students' mathematics achievement were answered using multilevel models. Results from multilevel regression analyses indicate that both GPK and CME predict instructional quality. Direct statistical effects on students' mathematical progress were identified, whereas no indirect statistical effects via instructional quality could be identified. Although teachers' measured pedagogical competence is not subject-specific, it serves as a significant predictor for cognitive activation as an indispensable part of quality-oriented mathematical teaching and learning processes in the lower secondary mathematics classroom, and it contributes to students' mathematical progress.

Item Type: Journal Article
CreatorsEmailORCIDORCID Put Code
König, Johannesjohannes.koenig@uni-koeln.deorcid.org/0000-0003-3374-9408UNSPECIFIED
Blömeke, SigridUNSPECIFIEDorcid.org/0000-0001-6068-4932UNSPECIFIED
Kaiser, GabrieleUNSPECIFIEDorcid.org/0000-0002-6239-0169UNSPECIFIED
URN: urn:nbn:de:hbz:38-589251
DOI: 10.1007/s10649-020-10021-0
Journal or Publication Title: Educ. Stud. Math.
Volume: 107
Number: 1
Page Range: S. 189 - 213
Date: 2021
Publisher: SPRINGER
Place of Publication: DORDRECHT
ISSN: 1573-0816
Language: English
Faculty: Faculty of Human Sciences
Divisions: Weitere Institute, Arbeits- und Forschungsgruppen > Interdisziplinäres Zentrum für empirische LehrerInnen- und Unterrichtsforschung (IZeF)
Subjects: Education
Uncontrolled Keywords:
Education & Educational ResearchMultiple languages
Refereed: Yes
URI: http://kups.ub.uni-koeln.de/id/eprint/58925


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