0000000000422198
AUTHOR
Hannes Saas
showing 6 related works from this author
Relationships between Domain-Specific Knowledge, Generic Attributes, and Instructional Skills
2020
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…
Evaluating and developing teacher instructional practices in economics using a new video-based test
2022
Abstract Teachers’ instructional practices are important for student learning. However, there are few tools for evaluating instructional practices in social studies. To this end, we present a video-based instrument with teacher-student interactions for assessing teaching practices in a high school economics course. We investigate, using an iterative design-based methodology, the adaptation and validation of a test originally developed in Germany for use in the United States. We found that experienced economics teachers and those with more content knowledge demonstrated higher-level instructional skills, and were more flexibile with their thinking. Inexperienced economics teachers and those …
Performance assessment to investigate the domain specificity of instructional skills among pre‐service and in‐service teachers of mathematics and eco…
2019
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…
Ein videobasiertes Lehr-Lernformat als innovativer hochschuldidaktischer Ansatz in der wirtschaftspädagogischen Lehramtsausbildung
2020
Wir prasentieren einen hochschuldidaktischen Ansatz, bei dem sich Lehramtsstudierende mittels eines videobasierten Lehr-Lernformats fachspezifisch mit ihren fur das unterrichtliche Handeln erforderlichen Kompetenzen auseinandersetzen. Die im Lehr-Lernformat fokussierten handlungsnahen Unterrichtskompetenzen werden dabei in eine aktionsbezogene und reflexive Kompetenzkomponente differenziert. Beide Komponenten kommen, unter Ruckbezug auf das fachliche und fachdidaktische Wissen, bei der praktischen Bewaltigung komplexer Anforderungssituationen im Fachunterricht zum Einsatz. Eine Interventionsstudie (N = 27 Studierende der Wirtschaftspadagogik) mit Vergleichsgruppendesign, kontrollierter Vari…
A new video-based tool to enhance teaching economics
2018
Abstract We present a new video-based tool developed in Germany to enhance the teaching of economics. The tool consists of authentic teacher-student interactions in economics classes to which instructors need to react. With 18 videos, the tool provides an easily accessible opportunity to assess and enhance teaching performance in economics. The tool was rated by 41 highly experienced secondary school economics teachers according to different criteria relevant for curriculum design and instructional practice, including authenticity of the simulated classroom situations, and typical difficulties and misconceptions students have in learning economics. The teachers confirm the curricular and in…
Konstruktion, Implementation und Evaluation eines multimedialen Assessmenttools in der wirtschaftspädagogischen Ausbildung
2017
Im Kontext der Outputorientierung im Bildungssystem gerat die Forderung handlungsbezogener Kompetenzen zunehmend in den Fokus der Lehrerausbildung und Forschung. Kompetenzorientierung verlangt nach einer Konvergenz von Curriculum, Instruktion und Assessment. Der vorliegende Beitrag analysiert die curriculare Verankerung der Forderung handlungsbezogener Kompetenzen innerhalb der wirtschaftspadagogischen Studiengange und stellt ein innovatives Lehr- und Assessmentkonzept vor, das im instruktionalen Kontext auch als komplexes Assessmenttool zur gezielten Forderung solcher (bisher vernachlassigten) Kompetenzfacetten in der wirtschaftspadagogischen Ausbildung implementiert und evaluiert werden s…