The COACTIV Model of Teachers’ Professional Competence

By J. Baumert, M. Kunter. 2013

409 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/3d0a58ce9cdea62918e406c0b3e250ca6a9b6740

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Charlotte Dignath
2. M. Veenman
3. D. Leiss
4. Gerda Hagenauer
5. T. Hascher
6. G. Bruckmaier
7. S. Krauss
8. Ute Harms

In Education

1. Gerda Hagenauer
2. D. Leiss
3. Werner Blum
4. G. Bruckmaier
5. Charlotte Dignath
6. S. Krauss
7. M. Veenman
8. Ute Harms

Citations in the corpus

• Measuring mathematics teachers’ professional competence by using video clips (COACTIV video) (2016, background): “Obviously, the mathematical content has to be explained in detail, and teaching should be a demanding orchestration of the mathematical subject matter (Baumert and Kunter 2013; Blum 2011).”
• The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, background): “, Baumert and Kunter 2013): Teachers’ content knowledge, their pedagogical content knowledge, and their pedagogical knowledge play a role for the quality of classroom teaching, as well as their pedagogical beliefs, their motivational orientations, and their own self-regulation (Baumert and Kunter 20”
• Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship (2015, background): “classroom management; motivating students which affects student engagement) are already explicitly addressed in teacher competence models, such as the one introduced by the COACTIV study of Baumert and Kunter (2013), instructional strategies that aim at fostering the interpersonal TSR have been larg”
• Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge (2018, background): “The triplet of knowledge bases forms the central components of a teachers’ professional knowledge in Baumert and Kunter (2013) approach to defining a teachers’ professional”