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The links between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom
König, Johannes Blömeke, Sigrid Jentsch, Armin Schlesinger, Lena née Nehls, Caroline Felske Musekamp, Frank Kaiser, Gabriele
König, Johannes
Blömeke, Sigrid
Jentsch, Armin
Schlesinger, Lena
née Nehls, Caroline Felske
Musekamp, Frank
Kaiser, Gabriele
Abstract
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.
Keywords
classroom management expertise, teacher competence, general pedagogical, knowledge, instructional quality, students’ mathematics achievement
Date
2021
Type
Journal article
Journal
Educational Studies in Mathematics
Book
Volume
107
Issue
1
Page Range
189-212
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY 4.0
File Access
Open