Performance assessment to investigate the domain specificity of instructional skills among pre-service and in-service teachers of mathematics and economics.

ABSTRACT:

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 domains of mathematics and economics.

Sample(s)

We examined German pre-service an

SUBMITTER: Jeschke C 

PROVIDER: S-EPMC6767404 | biostudies-literature | 2019 Sep

REPOSITORIES: biostudies-literature