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Emotions play an essential role in educational processes. Previous research has mainly dealt with achievement emotions which are experienced in specific situations such as exams or learning situations in mathematics (e.g. enjoyment or anxiety). Some achievement emotions are rather experienced in social contexts in mathematics and are closely related to the self. These emotions such as shame are assumed to be also relevant for mathematics achievement. However, a reliable and valid instrument is missing to measure shame in mathematics. Validity evidence for the newly developed Shame in Mathematics Questionnaire (SHAME-Q) was collected in three studies with pre-service primary teachers. Study 1 investigated the content validity by conducting a systematic expert panel study. Study 2 and study 3 examined with two different samples the factorial structure and relations to other constructs in terms of discriminant (enjoyment) and convergent (anxiety) validity as well as to pre-service teachers’ grade in school mathematics, their intention to teach mathematics at school, and gender. The data supported strongly the validity assumptions as well as reliability and parsimony of the instrument. Psychometric limitations of SHAME-Q and applicability of the questionnaire are discussed.

This longitudinal study examined the development of 129 German early childhood teachers’ knowledge and epistemic beliefs in mathematics from teacher education to practice. The test and questionnaire data have been analyzed with auto-regressive models with cross-lagged effects and mean differences to investigate change over time. The study reveals that knowledge increases over time, while most of the beliefs do not change. Furthermore, the correlational pattern between all constructs seems to be stable after having moved from teacher education to practice. Thus, findings are not in line with the theoretical assumption of a greater differentiation of teachers’ competence through practical experience.

This study investigates the relations between working environment and teachers' job satisfaction, perceived work-related stress, as well as work-related self-efficacy. The sample consisted of 226 mathematics teachers from German secondary schools. About 55% were female and they had been teaching for 13 years on average. We used self-reported measures to assess how teachers perceived their working environment (regarding autonomy, feedback, and social support by colleagues), administrative leadership and teachers' work-related self-efficacy, as well as job satisfaction and work-related stress. Structural equation modeling demonstrates that teachers' job satisfaction and stress were significantly associated with self-efficacy (moderate to large effects) and an administrative leadership at the corresponding schools (small to moderate effects). The effect of social support on teachers' job satisfaction and stress was fully mediated by teachers' self-efficacy. Our findings underscore the importance of self-efficacy and a positive working environment for teachers' job satisfaction and stress.

This study examined German early childhood teachers��� absolute and relative judgment accuracy with respect to the mathematical skills of the children under their supervision. The two types of judgment accuracy are crucial prerequisites for pacing activities in early childhood education and offering differentiated activities adapted to children���s individual skill levels. Data from 39 early childhood teachers and 268 children were analyzed using multilevel modeling. Teachers rated children���s skills on a structured observation instrument (���Kinder Diagnose Tool���, KiDiT). Children were assessed on their mathematical skills with a standardized test (���Mathematische Basiskompetenzen im Kindesalter���, MBK-0). On average, 65% of the variation in teachers��� judgments on the KiDiT could be explained by children���s MBK-0 scores which suggests that teachers are ��� on average ��� well able to rank children within their groups. Teachers were also able to judge the mathematical level of children���s skills as assessed by the MBK-0. Neither teachers��� mathematical content knowledge (MCK), nor their mathematics pedagogical content knowledge (MPCK) or their general pedagogical knowledge (GPK) moderated the relationship between teachers��� judgments and children���s test scores or the relationship between the level of the judgments and the level of test scores. Conclusions for future research and practice are drawn.

Der Erfassung von Unterrichtsqualität durch Beobachterratings ist in den letzten Jahren viel Aufmerksamkeit zuteilgeworden. Erste Evidenz liegt dabei auch zu deren Variabilität zwischen mehreren Unterrichtsstunden vor. Inwieweit Beobachterratings jedoch auch während einer Unterrichtsstunde variieren, wurde bisher kaum untersucht. Des Weiteren liegen nur wenige Studien vor, in denen die Stabilität fachspezifischer und generischer Merkmale der Unterrichtsqualität vergleichend analysiert wurde. Die hier dargestellte Studie knüpft an diese Desiderate an und untersucht die Stabilität fachspezifischer und generischer Merkmale sowohl zwischen als auch innerhalb von Unterrichtsstunden. Die Unterrichtsqualität wurde im Mathematikunterricht in 37 Klassen × 2 Doppelstunden × 4 Unterrichtssegmenten erfasst. Geschulte Beobachterinnen und Beobachter schätzten fünf Merkmale ein, von denen drei die Basisdimensionen (Klassenführung, konstruktive Unterstützung und kognitive Aktivierung) und zwei fachspezifische Merkmale der Unterrichtsqualität darstellen (stoffbezogene und unterrichtsbezogene mathematikdidaktische Qualität). Die Ergebnisse zeigen eine akzeptable Reliabilität für vier der fünf untersuchten Merkmale und bedeutsame Unterschiede in der Variabilität zwischen generischen und fachspezifischen Merkmalen. Die Befunde werden vor dem Hintergrund unterschiedlicher Konzeptualisierungen der Unterrichtsqualität diskutiert.

The aim of the research described in this paper was to identify qualitatively different profiles of teachers’ general pedagogical knowledge (GPK) as a central component of their competence. We applied a mixed Rasch model to a sample of 462 mathematics and non-mathematics teachers who were tested using a short version of the TEDS-M test for GPK. The analysis revealed two profiles that were characterized by (quantitative) differences in their overall GPK level as well as (qualitative) differences in how well these groups did on specific items. The profiles differed mainly on items dealing with adaptivity, notably on a set related to Bruner’s modes of representation. A person-focused comparison of the profiles showed that teachers who had undergone training for teaching mathematics had a higher chance of belonging to the profile with strength on these and other adaptivity items. The profiles were validated against teachers’ beliefs and their instructional quality. The results showed that the two groups differed significantly in their epistemological as well as teaching and learning beliefs. Moreover, they differed significantly in the cognitive activation level of their instruction.

Existing research indicates inconsistent or at best weak predictive effects of teacher knowledge on student achievement. Data from Germany were used to examine the relation between teachers' content and pedagogical content knowledge, their perception, interpretation, and decision-making skills, the instructional quality implemented in class, and students' learning progression in mathematics. Rather than direct effects of teacher knowledge on students, we hypothesized an effect chain with multiple mediation processes while controlling for school type and student background. Multi-level modeling with 3496 students from 154 classrooms revealed a mediating role of teachers' skills and their instructional quality for the relation between teacher knowledge and students' learning progress. Effect sizes were medium to strong, and the model explained a large amount of variance. No direct effects of teachers’ knowledge on student progress were found. We discuss our findings with respect to the teacher-competence-as-a-continuum model and with respect to future research.

Early childhood teacher education is considered crucial for the development of professional knowledge. However, little is known about the impacts of teacher educators, especially with respect to domain-specific knowledge in areas like early mathematics education. We investigated the relationship between opportunities to learn as reported by teacher educators and perceived by pre-service teachers and pre-service teachers��� general pedagogical knowledge, mathematics pedagogical content knowledge, and mathematical content knowledge. The sample comprised 909 pre-service teachers from two different teacher education tracks (vocational school vs. university) and their 43 teacher educators. The results provided the first empirical evidence that opportunities to learn reported by teacher educators are highly relevant for pre-service teachers��� knowledge. This strengthens calls to focus on the role of teacher educators in both research and practice., Die Ausbildung von fr��hp��dagogischen Fachkr��ften gilt als Ausgangspunkt f��r die Entwicklung von professionellem Wissen. Bislang ist wenig ��ber die Rolle von Lehrkr��ften in der Ausbildung bekannt, insbesondere, wenn es um die Entwicklung von dom��nenspezifischem Wissen, z. B. zur fr��hen mathematischen Bildung geht. In der vorliegenden Studie untersuchen wir den Zusammenhang von Lerngelegenheiten, die von den Lehrkr��ften berichtet werden, Lerngelegenheiten, die von den Auszubildenden wahrgenommen werden und dem allgemein-p��dagogische, mathematikdidaktischem und mathematischem Wissen. Die Studie basiert auf einer Stichprobe von 909 angehenden fr��hp��dagogischen Fachkr��ften, die sowohl an der Fachschule f��r Sozialp��dagogik als auch in kindheitsp��dagogischen Studieng��ngen ausgebildet werden und deren 43 Lehrkr��ften. Die Ergebnisse geben erste Hinweise, dass die von den Lehrkr��ften berichteten Lerngelegenheiten bedeutsam f��r das erreichte Wissen sind und st��rken damit die Forderung in Forschung und Praxis die Rolle der Lehrkr��fte st��rker in den Blick zu nehmen.

Although research on teachers’ noticing in mathematics education has significantly increased over the last decade, little is known about the relationship between teachers’ noticing and teachers’ knowledge as an influential basis of their professional noticing. This paper examines this relationship based on a study involving 203 in-service Chinese mathematics teachers. The results suggest that the different components of teacher knowledge influence teacher noticing differently. Among others, the sub-facets of teachers’ noticing, “interpretation and decision-making,” have a stronger correlation with teachers’ knowledge than the sub-facet “perception.” However, due to social and cultural differences between Eastern and Western countries, the study did not identify strong connections, as expected from the results of studies carried out in Western countries. Instead, rather weak overall connections between mathematics teachers’ knowledge and their noticing could be identified reflecting specific features of Chinese culture.

This eye-tracking study investigates how novice and expert teachers' noticing of classroom management events differs in two formats of instruction. 20 novices and 20 experts participated in the study, watching short video clips of whole-group and partner work teaching situations. Their retrospective verbal reports were analyzed for events identified as note-worthy along with their allocation of visual attention as indicators of their noticing. Experts noticed more classroom management events in the partner work format than novices. Furthermore, their noticing was characterized by a focus on student-related events. Similarly, their gaze prioritized students more than novices', particularly in the partner work format. In contrast, novice teachers' attention was more drawn to the teacher in both formats of instruction. The results show that expertise in teachers’ noticing of classroom management is characterized by a focus on students with the partner work format being more challenging for novice teachers.

What encourages an innovative environment in schools and what does that imply for teaching? An innovative environment is important for a school’s ability to adapt to societal changes and for students’ ability to cope with future society. It is therefore crucial to find out what promotes an innovative environment in a school and what consequences an innovative environment has for teaching and learning. Certain aspects of teaching are especially important for students to learn how to cope with a society where, for instance, critical thinking and problem solving are required and where diversity is increasing. Such teaching practices include cognitive activation and inclusive practices. Using TALIS 2018, we employ two-level (teachers and schools) structural equation modelling to examine both direct and indirect effects of distributed leadership on teaching practices via an innovative environment. Results show that distributed leadership has a medium strong relationship to an innovative environment and that an innovative environment has a medium strong relationship to teaching practices. An innovative environment mediates the effect of distributed leadership on teaching practices. Overall, our study has implications for policy and practice as it finds that school leaders who employ distributed leadership can help promote an innovative environment and that an innovative environment in turn may encourage the type of teaching students need to acquire skills that are important in the 21st century.

It is widely assumed that teachers play a key role in providing high-quality learning opportunities to students and fostering students’ learning. Yet it is still unclear how specific teacher knowledge facets as part of their professional competence contribute to classroom processes and learning outcomes. Focusing on mathematics education at the secondary level, this study investigates the links between teachers’ pedagogical competence (i.e., cognitive pedagogical facets of their professional competence), instructional quality, and students’ mathematics achievement. The sample comprises mathematics teacher and student data from 59 classrooms in Germany. Student mathematics achievement was measured across two time points (grade 7 and 8). Teachers’ pedagogical competence was tested using two tests measuring their general pedagogical knowledge (GPK) and situation-specific classroom management expertise (CME). Instructional quality was measured using observational rating data from in vivo rating in mathematics classrooms. Research questions on the relation of teachers’ competence and students’ mathematics achievement were answered using multilevel models. Results from multilevel regression analyses indicate that both GPK and CME predict instructional quality. Direct statistical effects on students’ mathematical progress were identified, whereas no indirect statistical effects via instructional quality could be identified. Although teachers’ measured pedagogical competence is not subject-specific, it serves as a significant predictor for cognitive activation as an indispensable part of quality-oriented mathematical teaching and learning processes in the lower secondary mathematics classroom, and it contributes to students’ mathematical progress.

[Deutsch] Die deutschsprachige Unterrichtsforschung unterscheidet bereits seit längerem drei Basisdimensionen der Unterrichtsqualität: Effiziente Klassenführung, konstruktive Unterstützung und Potential zur kognitiven Aktivierung. Da die drei Basisdimensionen als fächerübergreifende Konzeptualisierung der Unterrichtsqualität gelten, stellt sich aus fachdidaktischer Sicht die Frage, inwieweit dieses Modell die Charakteristika von Mathematikunterricht hinreichend abbilden kann. Vor diesem Hintergrund wurde ein Beobachtungsinstrument zur Erfassung der Unterrichtsqualität im Mathematikunterricht der unteren Sekundarstufe entwickelt, das sowohl generische als auch fachspezifische Merkmale erfassen soll. Die vorliegende Studie untersucht die Faktorenstruktur dieses Beobachtungsinstruments sowie Zusammenhänge zu fachspezifischen Kompetenzfacetten der beobachteten Mathematiklehrpersonen zur Validitätsprüfung. Qualität von Mathematikunterricht wurde durch hoch-inferente Ratingskalen operationalisiert und von geschulten Beobachtenden in 156 Unterrichtsstunden eingeschätzt. Die deskriptiven Kennwerte weisen auf eine akzeptable Messqualität der Ratingskalen hin. Eine explorative Faktorenanalyse zeigt, dass dem Beobachtungsinstrument eine vierdimensionale Struktur zugrunde liegt, die als die drei Basisdimensionen sowie eine vierte Dimension, fachdidaktische Strukturierung, gedeutet wird. Für drei der vier Qualitätsdimensionen finden sich mindestens schwach positive Korrelationen mit den fachspezifischen Kompetenzfacetten der Lehrpersonen, allerdings nicht für die Klassenführung. Die Ergebnisse werden in Bezug auf die Fachspezifität des Beobachtungsinstruments und die Konzeptualisierung von Unterrichtsqualität diskutiert. [English] German educational research has already for a long time distinguished three basic dimensions of instructional quality: classroom management, constructive support and cognitive activation. Since the three basic dimensions are regarded as a generic conceptualization of instructional quality, recently the question has arisen as to how far this model can adequately reflect the characteristics of mathematics teaching. Against this background, an observation instrument was developed for assessing the quality of mathematics instruction at the lower secondary level, which claims to measure both generic and subject-specific characteristics. The present study examines the factor structure of the observational instrument as well as correlations with subject-specific competence facets of the observed mathematics teachers as validity criteria. Instructional quality was operationalized by high-inferent rating scales and assessed by trained raters in 156 lessons. Descriptive statistics indicate an acceptable psychometric quality of the rating scales. An explorative factor analysis yielded a four-dimensional structure for the observational instrument, which is interpreted as the three basic dimensions and a fourth dimension, called mathematics educational structuring. With the exception of classroom management, all dimensions correlated at least weakly positively with subject-specific teacher competence. We discuss our findings with regard to the subject-specifity of the observational instrument and the conceptualization of instructional quality.

Das „Handbuch Lehrerinnen- und Lehrerbildung“ bietet aus fachlicher, fachdidaktischer, bildungswissenschaftlicher und schulpraktischer Perspektive einen umfassenden forschungsbasierten Überblick zu allen Bereichen der Lehrerinnen- und Lehrerbildung. Das von 174 Autorinnen und Autoren erarbeitete Orientierungswissen wird in 107 Beiträgen präsentiert. Ausgehend von den Aufgaben im Lehrerinnen- und Lehrerberuf werden die Geschichte und Entwicklung der Lehrerinnen- und Lehrerbildung sowie ihre Strukturen, Phasen und Kontexte dargestellt und Qualifikationswege aufgezeigt. Die fachlichen und fachdidaktischen, bildungswissenschaftlichen und schulpraktischen Komponenten der Lehrerinnen- und Lehrerbildung werden beschrieben, der Forschungsstand zur Entwicklung von Lehramtsstudierenden sowie Referendarinnen und Referendaren dargelegt und das bislang begrenzte Wissen zu den Lehrerinnen- und Lehrerbildenden und Entscheidungstragenden erfasst. Das Handbuch richtet sich an Forschende und Lehrende im Bereich der Lehrerinnen- und Lehrerbildung an Hochschulen, Studienseminaren und Ausbildungsschulen sowie der Fort- und Weiterbildung, an Lehramtsstudierende, Referendarinnen und Referendare, Lehrerinnen und Lehrer und die Bildungsadministration.

How teacher characteristics are related to student outcomes may indicate ways to improve the effectiveness of schooling. This paper examines how consistent such relations are by utilizing TIMSS data on five teacher characteristics (teacher education major, teaching experience, professional development, preparedness and instructional quality) and two outcomes (achievement, motivation) in five countries (England, Norway, South Korea, Thailand, Tunisia) for two grades (4, 8) and two subjects (mathematics, science). Data revealed little consistency, if at all within countries only and regarding instructional quality as a predictor. Policy makers are advised not to make inferences across grades, subjects or outcomes.

Research on teacher noticing in the field of mathematics education research has increased in the last decade; however, only a few studies have investigated the social and cultural impact on teachers’ noticing. This paper describes results of an international comparative study on (in-service) mathematics teachers’ professional noticing in China and Germany, representing Eastern and Western cultures. In this study, 203 teachers in China and 118 teachers in Germany participated in a video-based assessment of their professional noticing, i.e. perception, interpretation, and decision-making competencies. Item response theory (IRT) and differential item functioning (DIF) were employed for data analysis. Findings of the study revealed that German teachers performed significantly better than Chinese teachers on noticing aspects related to general pedagogy; in contrast, Chinese teachers outperformed their German counterparts on noticing aspects connected to mathematics instruction. Further DIF detection analysis found that German mathematics teachers demonstrated particular strengths in “perception” as a sub-facet of noticing; in contrast, Chinese teachers tended to demonstrate strength in “analyzing and decision making” as other sub-facets of noticing. These findings suggest that societal and cultural factors, such as different philosophical paradigms, traditions of teacher education, and teaching and mathematics curriculum traditions are main influencing factors on teachers’ professional noticing.

Instructional research in German-speaking countries has conceptualized teaching quality recently according to three generic dimensions, namely, classroom management, student support and cognitive activation. However, as these dimensions are mainly regarded as generic, subject-specific aspects of mathematics instruction, e.g., the mathematical depth of argumentation or the adequacy of concept introductions, are not covered in depth. Therefore, a new instrument for the analysis of instructional quality was developed, which extended this three-dimensional framework by relevant subject-specific aspects of instructional quality. In this paper, the newly developed observational protocol is applied to three videotaped mathematics lessons from the NCTE video library of Harvard University to explore strengths and weaknesses of this instrument, and to examine in more detail how the instrument works in practice. Therefore, we used a mixed-methods design to extend the quantitative observer ratings, which enable high inference, by methods from qualitative content analysis. The results suggest the conclusion that the framework differentiates well between the lessons under a subject-specific perspective.

This study examined the level, structure and cognitive, educational and psychological determinants of beliefs about the relevance and nature of mathematics, about gender-stereotypes with respect to mathematics abilities and about enjoyment of mathematics. Prospective preschool teachers from programs at vocational schools and higher education institutions as well as in the first and last years of their programs were compared. As hypothesized, the beliefs were significantly correlated to each other which pointed to a coherent belief system. Differences between types of institutions and program stage supported the notion of development during the program. Knowledge of mathematics and opportunities to learn mathematics pedagogy were significantly related to beliefs. This may point to a need to include these domains in preschool teacher education or to require them as prerequisites before intake to a program. Gender-stereotypes were more strongly related to flexibility than to domain-specific predictors which points to the personality-related nature of beliefs.

Ziel des vorzustellenden Projekts ist es in einem ersten Schritt, Handlungsmuster von Lehrpersonen beim Einsatz von neuen Medien im Unterricht der Fächer Deutsch, Mathematik und Informatik der Sekundarstufe II zu identifizieren. Zu diesem Zweck werden Videoaufnahmen von 30 Unterrichtsstunden im Hinblick auf zugrunde liegende ‚Unterrichtsscripts’ (i.e. didaktische Routinen) analysiert und die subjektiven Theorien der Lehrkräfte zum Lehren und Lernen erhoben. Bei der Zusammensetzung der Stichprobe findet neben der Variation der Fachzugehörigkeit der Expertisegrad der Lehrpersonen bezogen auf den Einsatz neuer Medien Berücksichtigung, und zwar in zwei Abstufungen (hoch – niedrig). Auf diese Weise wird ermöglicht, in einem zweiten Schritt begründet Hypothesen zu Zusammenhängen zwischen Handlungsmustern sowie Fach und Expertise als Kontextfaktoren zu generieren und mögliche Geltungsbereiche zu beschreiben. Über diese Grundlagenforschung hinausgehend sollen in einem dritten Schritt anhand der gewonnenen Erkenntnisse Interventionen entwickelt werden, die eine Weiterentwicklung von Lehrerhandeln beim Einsatz neuer Medien im Unterricht ermöglichen. Hier stellt sich allerdings die Frage, wie sich Handeln grundsätzlich verändern lässt.

Data about processes and outcomes of preschool teacher education is scarce. This paper examines the opportunities to learn (OTL) of prospective preschool teachers (N 1,851) at different types and stages of preschool teacher education and their relation to general pedagogical knowledge (GPK), mathematics pedagogical content knowledge (MPCK), and mathematical content knowledge (MCK) with standardized tests. Process indicators in terms of OTL and outcome indicators in terms of knowledge varied substantially across teacher education types and stages. Controlling for preschool teachers’ background, multilevel models revealed that OTL in general pedagogy and mathematics pedagogy provided during teacher education were significantly related to GPK and MPCK. Effect sizes reached up to 2 thirds of a standard deviation. OTL in mathematics pedagogy were in turn significantly related to the type of institution that offered a program in favor of pedagogical colleges compared with vocational schools. OTL were also significantly related to program stage in favor of the last year of preschool teacher education compared with the beginning. Process characteristics in terms of OTL mediated fully or partly structural characteristics of teacher education such as type of institution or program stage. These results suggest that the OTL provided are more important than whether prospective preschool teachers were at the beginning or the end of their program or whether they were prepared at vocational schools or pedagogical colleges (although entrance differences have still be taken into account). It may be an important responsibility of policymakers then to ensure that all prospective preschool teachers receive sufficient OTL.