Modelling early childhood teachers’ mathematics-specific professional competence and its differential growth through professional development–an aspect of structural validity

Lindmeier A, Seemann S, Kuratli-Geeler S, Wullschleger A, Dunekacke S, Leuchter M, Vogt F, Opitz EM, Heinze A (2020)

Publication Type: Journal article

Publication year: 2020

Journal

Research in Mathematics Education Routledge, Taylor & Francis Group

Book Volume: 22

Pages Range: 168-187

Journal Issue: 2

DOI: 10.1080/14794802.2019.1710558

Abstract

Research on teacher knowledge has been criticised for taking too narrow a view on expertise. Therefore, teacher competence frameworks have been developed that are closely related to professional demands. Their practice-oriented conceptualisations have led to innovative measures with situative demands. However, there is still a lack of knowledge on whether these frameworks are actually suited to map teacher growth. This study investigated whether two components of teacher competence, Action-related (AC) and Reflective Competence (RC), can be differentially fostered through specific interventions in early childhood mathematics education. We designed two professional development programmes with a focus on AC and RC and implemented them in a randomised controlled experiment with 170 teachers. Overall, we found that AC, RC, and professional knowledge were sensitive to interventions with different change profiles. Although our hypotheses were only partially supported, the results can be seen as evidence regarding the distinctness of competence and knowledge components.

Authors with CRIS profile

Anke Lindmeier

Involved external institutions

University of Zurich / Universität Zürich (UZH) CH Switzerland (CH) Freie Universität Berlin DE Germany (DE) IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik DE Germany (DE) Universität Koblenz-Landau DE Germany (DE)

How to cite

APA:

Lindmeier, A., Seemann, S., Kuratli-Geeler, S., Wullschleger, A., Dunekacke, S., Leuchter, M.,... Heinze, A. (2020). Modelling early childhood teachers’ mathematics-specific professional competence and its differential growth through professional development–an aspect of structural validity. Research in Mathematics Education, 22(2), 168-187. https://doi.org/10.1080/14794802.2019.1710558

MLA:

Lindmeier, Anke, et al. "Modelling early childhood teachers’ mathematics-specific professional competence and its differential growth through professional development–an aspect of structural validity." Research in Mathematics Education 22.2 (2020): 168-187.

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