Teacher and Teaching Quality

The department of Teacher and Teaching Quality (TTQ) focuses on the investigation of quality and effectiveness of educational processes.

About

The Department for Teacher and Teaching Quality deals with the quality and effectiveness of pedagogical processes in instructional settings, schools and universities – in both its research and science services. A priority is placed on researching the professionalization of pedagogical staff. These tasks require a conceptual description and assessment of academic achievement, competencies and other individual variables as prerequisites to successful learning.

The research and services are committed to an understanding of empirical educational research which emphasises a need for interdisciplinary and transdisciplinary collaboration and methodological diversity. A diverse methodological approach is chosen which comprises multi-cohort longitudinal studies on competence development, video analyses, intervention studies, laboratory experiments for the analysis of learning processes, secondary analyses as well as computer-based test and survey instruments. The following thematic priorities are focused

Teachers‘ professional competencies
Multi-criterial assessment of instructional effects
Measurement and modelling of learning processes and learning outcomes

The Department participates in international large-scale assessments such as PISA and the TALIS video study for Germany. At a national level, it is involved in the Centre for International Student Assessment (ZIB) and the National Education Panel Study (NEPS). The Department co-ordinates the Leibniz network for instructional research.

The Department strives to provide practically relevant knowledge for successful teaching and learning processes and delivers a contribution to teacher professionalization.

Department Units

Educational Measurement

Researchers of the research unit Educational Measurement address the question how theoretical models of educational constructs and effects of learning opportunities on their acquisition can be incorporated into psychometric models.

Self-regulation of Learning

The Emmy Noether group SeLFI (Promoting and Instructing Self-regulation of Learning) looks at individual and contextual factors that influence self-regulation as well as their effects on learning processes. Both teachers and learners are focused by the intervention studies on the promotion of self-regulation.

Teaching and Learning in School Contexts

The unit Teaching and Learning in School Contexts studies instructional processes that are particularly suitable for promoting students’ cognitive and motivational developments respectively how teachers can succeed in creating such conducive learning environments.

Technology Based Assessment

The research and service unit Technology Based Assessment deals with the development and empirical evaluation of technology-based measurement methods (e.g., new item formats, test administration effects, response processes, automated scoring). The research unit is part of the cross-departmental TBA Centre developing innovations in the field of technology-based assessment.

Management

Director

Prof. Dr. Mareike Kunter

Heads of Units

Prof. Dr. Johannes Hartig, Educational Measurement

Dr. Charlotte Dignath, Self-regulation of Learning

Prof. Dr. Mareike Kunter, Teaching and Learning in School Contexts

Prof. Dr. Frank Goldhammer, Technology Based Assessment

Contact

Office: c2VrcmV0YXJpYXQtYmlxdWFAZGlwZi5kZQ==

Projects

Staff

last modified Jan 08, 2021