01/2019 - 12/2022
Deutsche Forschungsgemeinschaft (DFG) :
196 478 Euro
The significance of teachers' professional knowledge for the teaching activities and the cognitive and motivational development of pupils has been increasingly investigated in recent years. However, the paper-pencil tests most frequently used in these studies capture rather declarative and less action-oriented knowledge, which alone is not sufficient to predict action. For this reason, in recent years perceptual and analytical skills have increasingly been regarded as indicators of situated knowledge, which are conceptually based on professional instructional perception (Sherin, 2007; Seidel & Stürmer, 2014) and/or on findings of expertise research (Blömeke, Busse, Kaiser, König & Suhl, 2016). These situation-specific skills are attributed a mediating function between knowledge as a disposition for successful action on the one hand and performance in class on the other (Blömeke, Gustafsson & Shavelson, 2015). At present, there are only a few studies, mostly in the field of mathematics, that provide indications of the connection between professional perception and classroom performance or pupil performance (Kersting, Givvin, Thompson, Santagata & Stigler, 2012; König & Kramer, 2016; Roth, Garnier, Chen, Lemmens, Schwille & Wickler, 2011; Sherin & van Es, 2009). There is a lack of studies that show these connections with regard to further domains and quality characteristics of teaching in order to obtain more generalizable and robust results. The question of whether professional classroom perception shows a stronger connection with classroom action than the knowledge obtained with a paper-pencil test and whether the above-mentioned mediation can be demonstrated from knowledge about perception to action cannot yet be adequately assessed on the basis of the current findings.
The requested study is intended to examine the connection between professional knowledge and professional perception with regard to two important dimensions of teaching, classroom management and learning support, with the quality of classroom management and learning support, with the learning progress of pupils and with the assessment of pupils, using 60 primary school teachers and their respective classes. In addition, the relationships between the non-subject-specific constructs in classroom guidance and the subject-specific constructs in learning support are examined. In addition to the theoretical yield of the study on fundamental correlations of essential components of professional competence, the project will also provide insights into the predictive validity of the tests used.
Translated with www.DeepL.com/Translator (free version)
Institut für Pädagogik der Naturwissenschaften und Mathematik Kiel (IPN)
Education, School, and Behaviour