0000000000422197
AUTHOR
Aiso Heinze
Relationships between Domain-Specific Knowledge, Generic Attributes, and Instructional Skills
We introduce a theoretical framework on teachers’ instructional skills to describe how they can be modeled across different domains. This framework conceptualizes teachers’ instructional skills as action-related skills (during instruction) and reflective skills (before and after instruction), which are considered crucial for coping with the practical demands of everyday teaching in a specific subject. The theoretical framework assumes that both skill facets are influenced by the teacher’s professional knowledge, generic attributes such as general cognitive abilities or ambiguity tolerance as well as affective and motivational factors. To investigate the relationships between teachers’ instr…
Performance assessment to investigate the domain specificity of instructional skills among pre‐service and in‐service teachers of mathematics and economics
Background Key elements of instructional quality include the teacher's ability to immediately react in domain‐specific classroom situations. Such skills – defined as action‐related skills – can only be validly assessed using authentic representations of real‐life teaching practice. However, research has not yet explained how teachers apply domain‐specific knowledge for teaching and to what extent action‐related skills are transferable from one domain to another. Aims Our study aims to examine (1) the relationship between action‐related skills, content knowledge, and pedagogical content knowledge, and (2) the domain specificity of action‐related skills of (prospective) teachers in the two do…