Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers : Results from the COACTIV Project. 1st ed. 2013

種類:

電子ブック

責任表示:

edited by Mareike Kunter, Jürgen Baumert, Werner Blum, Ute Klusmann, Stefan Krauss, Michael Neubrand

出版情報:

New York, NY : Springer US : Imprint: Springer, 2013

著者名:

Kunter, Mareike.

Baumert, Jürgen.

Blum, Werner.

Klusmann, Ute.

Krauss, Stefan.

Neubrand, Michael.

SpringerLink (Online service)

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シリーズ名:

Mathematics Teacher Education ;

ISBN:

9781461451495 [1461451493]    

注記:

-- The COACTIV Model of Teachers’ Professional Competence -- Teacher Education in Germany -- The Development of Teachers’ Professional Competence -- The COACTIV Research Program: Methodological Framework -- The Model of Instructional Quality in COACTIV: A Multicriteria Analysis -- Task Analysis in COACTIV: Examining the Potential for Cognitive Activation in German Mathematics Classrooms -- Mathematics Teachers’ Domain-Specific Professional Knowledge: Conceptualization and Test Construction in COACTIV -- The Effect of Content Knowledge and Pedagogical Content Knowledge on Instructional Quality and Student Achievement -- Teachers’ General Pedagogical/Psychological Knowledge -- The Diagnostic Skills of Mathematics Teachers -- Mathematics Teachers’ Beliefs -- Motivation as an Aspect of Professional Competence: Research Findings on Teacher Enthusiasm -- General Occupational Motivation and Self-Regulation -- Individual Characteristics of Prospective Teachers -- Learning at University -- Professional Development Ac
Cognitive Activation in the Mathematics Classroom and  Professional Competence of Teachers presents the findings of the Professional Competence of Teachers, Cognitively Activating Instruction, and Development of Students´ Mathematical Literacy project (COACTIV). COACTIV applies a broad, innovative conceptualization of teacher competence to examine how mathematics teachers’ knowledge, beliefs, motivational orientations, and self-regulation skills influence their instructional practice and teaching outcomes. Moreover, it gauges the effects of these teacher characteristics on student learning, as indexed by the progress of students in each class.   For this book, COACTIV study data relating to  various aspects of teacher competence and classroom instruction from the perspective of both the teachers themselves and their students was collected and analyzed. Questions addressed and discussed include: What are the characteristics of successful teaching? What distinguishes teachers who succeed in their profession? Ho

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