Opening up the black box: Teacher competence, instructional quality, and students’ learning progress

Blömeke, Sigrid; Jentsch, Armin; Ross, Natalie; Kaiser, Gabriele; König, Johannes

doi:10.1016/j.learninstruc.2022.101600

Cited by 95 publications

(61 citation statements)

References 45 publications

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“…Empirically, this could be clarified by determining the prognostic or action validity of knowledge tests designed in this way, for which the test results must be related to empirically observed (planning) performances. Such validation studies have also only recently been carried out in other domains, and they have not yet been completed (see, for example, Blömeke et al, 2022;Kaiser and König, 2020). Observations of concrete planning practice could provide additional insights into which operations and heuristics history teachers really use in planning.…”

Section: Discussion and Outlookmentioning

confidence: 99%

The effectiveness of history teacher education concerning the development of lesson planning knowledge: an example from Germany

2022

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Previous studies from German-speaking areas of Europe could not prove any substantial development in the competences and the pedagogical content knowledge of prospective history teachers during teacher training, and thus could not empirically confirm the effectiveness of teacher education. We report on the theoretical framework and the results of a new study on the development of knowledge of lesson planning. In the present study, the development of this kind of knowledge could be confirmed by different test instruments. We found significant differences in the level of knowledge between various cohorts of prospective history teachers (n = 282), but some deficits in history teacher training can also be identified.

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Section: Discussion and Outlookmentioning

confidence: 99%

The effectiveness of history teacher education concerning the development of lesson planning knowledge: an example from Germany

2022

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“…This framework, the alignment of the framework and its measures, as well as the inferences to be drawn from these measures have been validated in a range of studies ( Blömeke et al 2017 ; Dunekacke et al 2015a , 2015b ; Jenßen et al 2015a , 2015b ; Blömeke et al 2022 ). The data for these studies were collected in Germany.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

The Role of Intelligence and Self-Concept for Teachers’ Competence

2022

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Research on intelligence and competence has developed widely independent of each other. The present paper aims at relating these traditions and at integrating the dominant models to fill gaps in the respective theories. We test the structural models derived from this integration in a series of confirmatory factor analyses and a latent moderated structural equations approach using teachers as an example. The data reveal that both fluid intelligence (gf) and domain-specific knowledge affect teachers’ ability to solve the domain-specific items. Teachers’ academic self-concept related to mathematics explains individual differences beyond gf. An interaction effect between gf and self-concept exists for teachers’ pedagogical content and general pedagogical knowledge, but not for their mathematics knowledge. This finding indicates that a positive self-concept cannot compensate for a lack of gf, but it supports the acquisition of domain-specific knowledge in case of high gf, probably because it facilitates overcoming challenges.

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“…Instructional quality is conceptualized as teachers' observable behavior and teacher-student interaction during classroom activities (Blömeke et al, 2022, Rimm-Kaufman and Hamre, 2010, Fauth et al, 2019. Furthermore, instructional quality covers three dimensions of a specific teaching domain: cognitive activation, student support (supportive climate), and classroom management (Praetorius et al, 2018, Blömeke et al, 2022, Fauth et al, 2019. Cognitive activation refers to challenging learning activities that stimulate students' high-order thinking skills through selected instructional strategies and tasks.…”

Section: Instructional Qualitymentioning

confidence: 99%

“…Furthermore, teacher competence refers to the specific abilities to fulfill the need of their profession (Fauth et al, 2019), such as knowledge and motivation (Baumert and Kunter, 2013a). The concept of teacher competence distinguishes between cognitive aspects (knowledge and beliefs) and motivational aspects (self-efficacy and enthusiasm) (Fauth et al, 2019, Blomeke and Kaiser, 2017, Blömeke et al, 2022, Fives and Buehl, 2012, Fives and Gill, 2015. A brief overview of each aspect and the link to the instructional quality will explain as follows.…”

Section: Professional Competence Of the Teachermentioning

confidence: 99%

“…Instructional quality describes as a specific teacher action related to the teaching strategies and practices during classroom learning activities (Baier et al, 2019). Furthermore, instructional quality refers to teachers' observable behavior and interactions between teachers and students during classroom activities (Blömeke et al, 2022, Rimm-Kaufman and Hamre, 2010, Fauth et al, 2019. The teacher plays a key role in setting up instructional practices Kunter, 2013a, Fauth et al, 2019) and essential sources during class activities (Fauth et al, 2019, Hattie, 2009.…”

Section: Introductionmentioning

confidence: 99%

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Exploring the Key Predictors of Instructional Quality

et al. 2022

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Classroom instruction became a popular topic due to its crucial role in teaching and learning activities. The teacher plays an essential role in providing quality classroom instruction. This study tries to explore the key predictors of instructional quality. This study was conducted on 283 teachers taken randomly. We used an online questionnaire to reach the research participants in east java, Indonesia. Structural equation modelling (SEM) was utilized to examine the relationship between the variables. The findings revealed that the teacher competencies, including cognitive and motivational aspects, positively affected instructional quality. This study also revealed that teachers' cognitive aspect is not the only predictor of instructional quality. The motivational aspect also plays a crucial role in predicting instructional quality. This study provides several insights for related stakeholders (such as teachers, policymakers, and universities) in making efforts or policies to improve teacher instructional quality.

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Opening up the black box: Teacher competence, instructional quality, and students’ learning progress

Cited by 95 publications

References 45 publications

The effectiveness of history teacher education concerning the development of lesson planning knowledge: an example from Germany

The effectiveness of history teacher education concerning the development of lesson planning knowledge: an example from Germany

The Role of Intelligence and Self-Concept for Teachers’ Competence

Exploring the Key Predictors of Instructional Quality

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