Leibniz Institute for Science and Mathematics Education, Kiel, Germany.
Johannes Gutenberg University Mainz, Germany.
Br J Educ Psychol. 2019 Sep;89(3):538-550. doi: 10.1111/bjep.12277. Epub 2019 Apr 16.
Key elements of instructional quality include the teacher's ability to immediately react in domain-specific classroom situations. Such skills - defined as action-related skills - can only be validly assessed using authentic representations of real-life teaching practice. However, research has not yet explained how teachers apply domain-specific knowledge for teaching and to what extent action-related skills are transferable from one domain to another.
Our study aims to examine (1) the relationship between action-related skills, content knowledge, and pedagogical content knowledge, and (2) the domain specificity of action-related skills of (prospective) teachers in the two domains of mathematics and economics.
SAMPLE(S): We examined German pre-service and in-service teachers of mathematics (N = 239) and economics (N = 321), including n = 96 (prospective) teachers who teach both subjects.
Action-related skills in mathematics and economics were measured using video-based performance assessments. Content knowledge and pedagogical content knowledge were assessed using established paper-pencil tests. Correlation analyses, linear regressions, and a path model were applied.
In mathematics and economics, we find a similar pattern of moderate correlations between action-related skills, content knowledge, and pedagogical content knowledge. Moreover, a significant correlation between action-related skills in mathematics and economics can be explained almost entirely by underlying relations between content knowledge and pedagogical content knowledge in both domains.
Our findings suggest that action-related skills empirically differ from domain-specific knowledge and should be considered as domain-specific constructs. This indicates that teacher education should not only focus on domain-specific teacher knowledge, but may also provide learning opportunities for action-related skills in each domain.
教学质量的关键要素包括教师在特定于学科的课堂情境中即时反应的能力。这些技能——被定义为与行动相关的技能——只能通过真实的教学实践来有效地评估。然而，研究尚未解释教师如何将特定于学科的知识应用于教学，以及与行动相关的技能在多大程度上可以从一个领域转移到另一个领域。
我们的研究旨在检验：（1）与行动相关的技能、内容知识和教学内容知识之间的关系；（2）（未来的）数学和经济学领域教师的与行动相关的技能的领域特殊性。
我们考察了德国的数学（N=239）和经济学（N=321）职前和在职教师，包括 n=96 名教授这两个学科的（未来的）教师。
使用基于视频的绩效评估来测量数学和经济学中的与行动相关的技能。内容知识和教学内容知识使用已建立的纸笔测试进行评估。我们应用了相关分析、线性回归和路径模型。
在数学和经济学中，我们发现与行动相关的技能、内容知识和教学内容知识之间存在中等程度的相似相关性。此外，数学和经济学中的与行动相关的技能之间的显著相关性几乎可以完全用两个领域的内容知识和教学内容知识之间的潜在关系来解释。
我们的研究结果表明，与行动相关的技能在经验上与特定于学科的知识不同，应被视为特定于领域的构念。这表明教师教育不仅应侧重于特定于学科的教师知识，还可能为每个领域的与行动相关的技能提供学习机会。
