The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality
By Benjamin Fauth, Jasmin Decristan, Anna-Theresia Decker, G. Büttner, Ilonca Hardy, E. Klieme, M. Kunter. Teaching and Teacher Education : An International Journal of Research and Studies, 2019
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Abstract In this contribution, we investigate links between teacher competence, teaching quality, and student outcomes in elementary science education. Students' conceptual understanding and interest were measured during two teaching units in a pre-post design (1070 students, 54 classes). Results show that teacher competence (pedagogical content knowledge, self-efficacy, and teaching enthusiasm) was positively related to students' interest; self-efficacy was positively related to student achievement. Three dimensions of teaching quality (cognitive activation, supportive climate, and classroom management), which refer to the actual teacher-student-interactions in the classroom, mediated these relationships. These results help illuminate the mechanisms behind the effects of teachers on student outcomes.
Subfields: Education, Social Psychology
View Paper: https://www.semanticscholar.org/paper/6c1ec56b5c8728a70000764f5621df5544b2eaf7
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Citations in the corpus
- Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner (2020, background): “PCK is related to teachers’ teaching practices as well as to students’ domain-specific knowledge development and achievement (e.g., Förtsch et al., 2016; Fauth et al., 2019; Backfisch et al., 2020).”