Professional Competence of Teachers: Effects on Instructional Quality and Student Development

By M. Kunter, U. Klusmann, J. Baumert, Dirk Richter, Thamar Voss, A. Hachfeld. 2013

1,431 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4fd8ef9e2cc62d22acbe0aabe22b7f8834233996

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In Social Psychology

Citations in the corpus

Learning motivation and student achievement : description analysis and relationships both (2017, background): “While the factors that affect student achievement according to previous studies including students 'motivation (Levpuscek & Zupancic, 2008), students' perception of the school environment (Gietz & McIntosh, 2014), the quality of teachers (Darling-Hammond, 2000; Heck, 2007; Jennings & Greenberg, 2009”
Cooperative learning as an evidence-based teaching strategy: what teachers know, believe, and how they use it (2020, background): “In general, teachers’ knowledge and beliefs are aspects of their professional competencies and have an impact on their teaching practices and thus on student learning (Kunter et al. 2013).”
Beyond Knowledge: Measuring Primary Teachers’ Subject-Specific Competences in and for Teaching Mathematics with Items Based on Video Vignettes (2015, neutral): “…1984; Schoenfeld, 2008), professional vision (Seidel & Stürmer, 2014; Sherin & van Es, 2009; cp. also König et al., 2014), usable knowledge (Kersting et al., 2012), or teacher competences (Kunter et al., 2013; Lindmeier, 2011; Oser, Salzmann & Heinzer, 2009; Vogt & Rogalla, 2009) were elaborated.”
Making Progress on Mathematical Knowledge for Teaching (2016, neutral): “…to student achievement using the LMT instrument (e.g., Hill, Rowan, & Ball, 2005; Rockoff, Jacob, Kane, & Staiger, 2011), the COACTIV instrument (e.g., Baumert et al., 2010; Kunter et al., 2013), and the Classroom Video Analysis (CVA) instrument (e.g., Kersting et al., 2010, Kersting et al., 2012).”
Teacher Competence and 21st Century Skills in Transformation Schools 2025 (TS25) (2020, background): “Previous studies have provided a positive picture of competency building to produce quality and professional educators [7] [21].”
Does basic need satisfaction mediate the link between stress exposure and well-being? A diary study among beginning teachers (2017, background): “These positive emotions are reflected in the quality of teachers' instruction and affect students' motivation and learning outcomes (Keller, Goetz, Becker, Morger, & Hensley, 2014; Kunter et al., 2013).”
Teachers’ psychological functioning in the workplace: Exploring the roles of contextual beliefs, need satisfaction, and personal characteristics (2016, neutral): “Each has been connected to effective instructional practices in the classroom (e.g., Holzberger, Philipp, & Kunter, 2014; Kunter et al., 2013), teachers’ energy and enthusiasm in teaching (e.g., Holzberger et al., 2014; Klassen & Tze, 2014), and students’ motivation and achievement (e.g., Collie &…”
Teachers’ well-being and job satisfaction: the important role of positive emotions in the workplace (2021, background): “Furthermore, job satisfaction wields positive impacts on job performance, such as instructional quality and student learning (Klusmann et al. 2008; Kunter et al. 2013; Caprara et al. 2006; Judge et al. 2001).”
Effects of biology teachers’ professional knowledge and cognitive activation on students’ achievement (2016, methodology): “In contrast to earlier studies in mathematics or physics (e.g. Kunter et al., 2013b), the results of our study showed that PCK and CK did not correlate significantly.”
The wellbeing of language teachers in the private sector: An ecological perspective (2020, background): “Yet, research has shown that teachers who experience high levels of wellbeing teach more effectively and more creatively with fewer discipline issues, leading ultimately to higher levels of learner achievement (Klusmann et al., 2008; Kunter et al., 2013; Roffey, 2012).”
Teacher Knowledge Experiment: Testing Mechanisms Underlying the Formation of Preservice Elementary School Teachers’ Pedagogical Content Knowledge Concerning Fractions and Fractional Arithmetic (2018, neutral): “T hi s ar tic le is in te nd ed so le ly fo r th e pe rs on al us e of th e in di vi du al us er an d is no t to be di ss em in at ed br oa dl y. quality and student outcomes (Hill, Ball, Blunk, Goffney, & Rowan, 2007; Kunter et al., 2013).”
Social Support and Classroom Management Are Related to Secondary Students’ General School Adjustment: A Multilevel Structural Equation Model Using Student and Teacher Ratings (2018, background): “…there is cumulated empirical evidence that teachers’ social support and classroom management are related to secondary students’ achievement, interest, and self-concept in different subject domains (den Brok, Brekelmans, & Wubbels, 2004; Kunter et al., 2013; Scherer, Nilsen, & Jansen, 2016).”