Universität zu Köln

Blömeke, Sigrid ORCID: 0000-0001-6068-4932, Jentsch, Armin ORCID: 0000-0002-2423-3955, Ross, Natalie, Kaiser, Gabriele ORCID: 0000-0002-6239-0169 and König, Johannes ORCID: 0000-0003-3374-9408 (2022). Opening up the black box: Teacher competence, instructional quality, and students? learning progress. Learn Instr., 79. OXFORD: PERGAMON-ELSEVIER SCIENCE LTD. ISSN 1873-3263

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Abstract

Existing research indicates inconsistent or at best weak predictive effects of teacher knowledge on student achievement. Data from Germany were used to examine the relation between teachers' content and pedagogical content knowledge, their perception, interpretation, and decision-making skills, the instructional quality implemented in class, and students' learning progression in mathematics. Rather than direct effects of teacher knowledge on students, we hypothesized an effect chain with multiple mediation processes while controlling for school type and student background. Multi-level modeling with 3496 students from 154 classrooms revealed a mediating role of teachers' skills and their instructional quality for the relation between teacher knowledge and students' learning progress. Effect sizes were medium to strong, and the model explained a large amount of variance. No direct effects of teachers' knowledge on student progress were found. We discuss our findings with respect to the teacher-competence-as-a-continuum model and with respect to future research.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Blömeke, Sigrid UNSPECIFIED orcid.org/0000-0001-6068-4932 UNSPECIFIED Jentsch, Armin UNSPECIFIED orcid.org/0000-0002-2423-3955 UNSPECIFIED Ross, Natalie UNSPECIFIED UNSPECIFIED UNSPECIFIED Kaiser, Gabriele UNSPECIFIED orcid.org/0000-0002-6239-0169 UNSPECIFIED König, Johannes johannes.koenig@uni-koeln.de orcid.org/0000-0003-3374-9408 UNSPECIFIED
URN:	urn:nbn:de:hbz:38-679007
DOI:	10.1016/j.learninstruc.2022.101600
Journal or Publication Title:	Learn Instr.
Volume:	79
Date:	2022
Publisher:	PERGAMON-ELSEVIER SCIENCE LTD
Place of Publication:	OXFORD
ISSN:	1873-3263
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 PROFESSIONAL COMPETENCE; MATHEMATICAL KNOWLEDGE; DECISION-MAKING; CLASSROOM; EDUCATION; METAANALYSIS; PERCEPTION; FRAMEWORK; OUTCOMES; ISSUES Multiple languages Education & Educational Research; Psychology, Educational Multiple languages
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/67900