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首页> 外文期刊>British journal of educational psychology >Performance assessment to investigate the domain specificity of instructional skills among pre-service and in-service teachers of mathematics and economics
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Performance assessment to investigate the domain specificity of instructional skills among pre-service and in-service teachers of mathematics and economics

机译：绩效评估调查数学和经济学前与服务中教师之间教学技能的领域特异性

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Background 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. Aims 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. Methods 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. Results 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. Conclusions 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.
机译：背景技术教学质量的关键要素包括教师在特定于域的课堂情况下立即反应的能力。这些技能 - 定义为与动作相关的技能 - 只能使用真实教学实践的真实表示有效评估。但是，研究尚未解释教师如何对教学适用特定的教学知识以及在多大程度上从一个领域转移到另一个领域的程度。目的我们的研究旨在审查（1）行动相关技能，内容知识和教学内容知识的关系，以及（2）数学和经济学领域（预期）教师的行动相关技能的领域特异性。样本我们审查了德国的服务前和数学职业服务（n = 239）和经济学（n = 321），包括教授两个科目的n = 96（预期）教师。方法使用基于视频的性能评估来测量数学和经济学中的动作相关技能。使用已建立的纸铅笔测试评估内容知识和教学内容知识。相关分析，线性回归和路径模型。结果在数学和经济学中，我们在动作相关技能，内容知识和教学内容知识中找到了类似的中等相关模式。此外，数学和经济学中的动作相关技能之间的显着相关性可以通过在两个域中的内容知识和教学内容知识之间的基础关系中完全来解释。结论我们的调查结果表明，与域特定知识有关的行动相关技能，并且应被视为特定于域的构建。这表明教师教育不仅要关注特定于域的教师知识，而且还可以为每个域名的行动相关技能提供学习机会。

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