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Author(s): Fauth, Benjamin; Decristan, Jasmin; Decker, Anna-Theresia; Büttner, Gerhard; Hardy, Ilonca; Klieme, Eckhard; Kunter, Mareike
Title: The effects of teacher competence on student outcomes in elementary science education. The mediating role of teaching quality
In: Teaching and Teacher Education, 86 (2019) , S. 102882
DOI: 10.1016/j.tate.2019.102882
URL: https://www.sciencedirect.com/science/article/pii/S0742051X18311296
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Lehrer; Professionalität; Kompetenz; Unterricht; Qualität; Naturwissenschaftlicher Unterricht; Sachunterricht; Grundschule
Abstract: In this contribution, we investigate links between teacher competence, teaching quality, and student outcomes in elementary science education. Students' conceptual understanding and interest were measured during two teaching units in a pre-post design (1070 students, 54 classes). Results show that teacher competence (pedagogical content knowledge, self-efficacy, and teaching enthusiasm) was positively related to students' interest; self-efficacy was positively related to student achievement. Three dimensions of teaching quality (cognitive activation, supportive climate, and classroom management), which refer to the actual teacher-student-interactions in the classroom, mediated these relationships. These results help illuminate the mechanisms behind the effects of teachers on student outcomes.
Abstract (english): In this contribution, we investigate links between teacher competence, teaching quality, and student outcomes in elementary science education. Students' conceptual understanding and interest were measured during two teaching units in a pre-post design (1070 students, 54 classes). Results show that teacher competence (pedagogical content knowledge, self-efficacy, and teaching enthusiasm) was positively related to students' interest; self-efficacy was positively related to student achievement. Three dimensions of teaching quality (cognitive activation, supportive climate, and classroom management), which refer to the actual teacher-student-interactions in the classroom, mediated these relationships. These results help illuminate the mechanisms behind the effects of teachers on student outcomes.
DIPF-Departments: Bildungsqualität und Evaluation