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Klingebiel, Franz; Klieme, Eckhard:

Teacher qualifications and professional knowledge

In: Kuger, Susanne;Klieme, Eckhard;Jude, Nina;Kaplan, David (Hrsg.): Assessing contexts of learning Cham : Springer (2016) , 447-468


4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)

Bildungssystem, Qualität, Evaluation, Bewertung, Bildungsmonitoring, Schule, Lehrer, Schüler, Leistungsmessung, Durchführung, Umsetzung, Wirkung, Schülerleistungstest, Internationaler Vergleich, PISA (Programme for International Student Assessment), TIMSS (Third International Mathematics and Science Study), IGLU (Internationale Grundschul-Lese-Untersuchung)

The present paper aims to assemble information related to teacher qualifications and professional knowledge, as well as theoretical rationales for the realization of questionnaire material on this topic. Policy relevance is demonstrated by gleaning information on international conferences and implementations in large-scale assessments. The centrepiece of this chapter is the development of a framework that allows classifying relevant issues in a systematic way: The two main categories, Teacher Qualifications and Teacher Competence, together contain five components. Teacher Qualifications can be split into (1) the initial education of teachers, which describes the educational pathways of future teachers in their studies at university (e.g. level of education) and (2) professional development, which in turn addresses continuous, formal and informal formats for gaining further qualification on the job. The Teacher Competence category is structured into (3) professional knowledge, (4) beliefs and (5) noncognitive/motivational factors. The chapter concludes with a list of constructs that were implemented in the PISA 2015 field trial and their relation to this overarching framework. (DIPF/Orig.)

Bildungsqualität und Evaluation


zuletzt verändert: 11.11.2016