The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality

被引：143

作者：

Fauth, Benjamin ^{[1
,2
,3
]}

Decristan, Jasmin ^{[3
,4
]}

Decker, Anna-Theresia ^{[3
,5
]}

Buettner, Gerhard ^{[3
,5
]}

Hardy, Ilonca ^{[3
,6
]}

Klieme, Eckhard ^{[3
,7
]}

Kunter, Mareike ^{[3
,5
]}

机构：

[1] Inst Educ Anal IBBW, Heilbronner Str 172, D-70191 Stuttgart, Germany

[2] Univ Tubingen, Hector Res Inst Educ Sci & Psychol, Europastr 6, D-72072 Tubingen, Germany

[3] Ctr Individual Dev & Adapt Educ Children Risk IDe, Frankfurt, Germany

[4] Univ Wuppertal, Rainer Gruenter Str 21, D-42119 Wuppertal, Germany

[5] Goethe Univ Frankfurt, Dept Psychol, Theodor W Adorno Pl 6, D-60629 Frankfurt, Germany

[6] Goethe Univ Frankfurt, Inst Educ Sci, Theodor W Adorno Pl 6, D-60629 Frankfurt, Germany

[7] German Inst Int Educ Res Frankfurt, Schlossstr 29, D-60486 Frankfurt, Germany

来源：

TEACHING AND TEACHER EDUCATION | 2019年 / 86卷

关键词：

Teacher competence; Teaching quality; Science education; Elementary school; PEDAGOGICAL CONTENT KNOWLEDGE; SELF-EFFICACY; INSTRUCTIONAL QUALITY; MATHEMATICAL KNOWLEDGE; PROFESSIONAL KNOWLEDGE; LEARNING ENVIRONMENTS; COGNITIVE ACTIVATION; CLASSROOM MANAGEMENT; BELIEFS; SCHOOL;

D O I：

10.1016/j.tate.2019.102882

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In this contribution, we investigate links between teacher competence, teaching quality, and student outcomes in elementary science education. Students' conceptual understanding and interest were measured during two teaching units in a pre-post design (1070 students, 54 classes). Results show that teacher competence (pedagogical content knowledge, self-efficacy, and teaching enthusiasm) was positively related to students' interest; self-efficacy was positively related to student achievement. Three dimensions of teaching quality (cognitive activation, supportive climate, and classroom management), which refer to the actual teacher-student-interactions in the classroom, mediated these relationships. These results help illuminate the mechanisms behind the effects of teachers on student outcomes. (C) 2019 Elsevier Ltd. All rights reserved.

引用

页数：14

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