Profiles of mathematics teachers’ competence and their relation to instructional quality

• Published in: ZDM 2020-05, Vol.52 (2), p.329-342
• Main Authors: Blömeke, Sigrid, Kaiser, Gabriele, König, Johannes, Jentsch, Armin
• Format: Article
• Language: English
• Subjects: Classrooms; Cognition & reasoning; Cognitive ability; Competence; Education; Educational Quality; Foreign Countries; Homogeneity; Instructional Effectiveness; Knowledge; Knowledge Level; Learning; Mathematical analysis; Mathematics; Mathematics Education; Mathematics Skills; Mathematics Teachers; Original Article; Pedagogical Content Knowledge; Pedagogy; Primary Education; Schools; Secondary Education; Skills; Students; Subgroups; Teacher Attitudes; Teacher Characteristics; Teacher education; Teachers; Teaching; Thinking Skills
• ISSN: 1863-9690; 1863-9704
• DOI: 10.1007/s11858-020-01128-y

Most of the research examining the relation between instructional quality (INQUA) and mathematics teachers’ competence was restricted to a limited set of competence facets. Furthermore, mostly variable-oriented approaches were applied that assume homogeneity of teacher competence. In our study, teacher competence is conceptualized as a comprehensive multi-dimensional construct including a broad range of subject-specific and generic facets regarding mathematics teachers’ knowledge, skills and beliefs, all assessed in a standardized way with well-established instruments. In our person-oriented approach, applying latent profile analysis, we examined whether it was possible to identify subgroups of teachers with different competence profiles. These profiles were then related to the generic and subject-specific INQUA implemented. The exploratory study was carried out with 77 secondary mathematics teachers from Germany as part of the projects TEDS Instruct and TEDS Validate. The data revealed four competence profiles that differed quantitatively and qualitatively. The profiles were related to different types of INQUA, and the relations indicate a need of strong levels of knowledge and skills for high INQUA but a lesser relevance of learning beliefs related to the dynamic nature of mathematics. In addition, our results indicate a need of a stronger subject-specific operationalization of INQUA in contrast to previously dominating generic conceptualizations.