ELMaWi

Assessing Subject-Specific Competencies in Teacher Education in Mathematics and Economics – A Quasi-Experimental Validation Study with a Focus on Domain-Specificity

Abstract

In a quasi-experimental validation study with pre-service and in-service teachers of mathematics and economics, the ELMaWi project team pursues two key objectives: i) to examine by means of innovative assessment designs the validity of the assessment of subject-specific teacher competency, that is, their knowledge as well as their ability to respond appropriately in challenging situations in the classroom, and ii) to examine the validity of the modeling of domain-specific and generic components of teacher competency.

Quasi-experimental variation is achieved through the sampling (N=600), varying with regard to training in the two domains (mathematics, economics) and expertise in teaching (university students, teacher trainees, teachers). For the three status groups, the sampling comprises 150 participants from each subject and 300 who have had academic training in both subjects. Interdependencies between the domains are examined based on the subsample of university students, teacher trainees, and teachers who are educated in both mathematics and economics.

The project contributes to a domain-specific understanding of the structure of subject-specific teacher competency in mathematics and economics by providing the validated competency models and the corresponding tests. It also enriches general understanding of subject-specific teacher competency by examining it in two domains and over three phases of teacher education.

Aims

In a quasi-experimental validation study with pre-service and in-service teachers of mathematics and economics, the ELMaWi project team pursues two key objectives: i) to examine by means of innovative assessment designs the validity of the assessment of subject-specific teacher competency, that is, their knowledge as well as their ability to respond appropriately in challenging situations in the classroom, and ii) to examine the validity of the modeling of domain-specific and generic components of teacher competency.

Project management

IPN – Leibniz Institute for Science and Mathematics Education Department of Mathematics Education Prof. Dr. Anke Lindmeier, Prof. Dr. Aiso Heinze