The impact of mathematics teachers’ professional competence on instructional quality and students’ mathematics learning outcomes

ElsevierVolume 48, December 2022, 101225Current Opinion in Behavioral SciencesHighlights•

Broadened views of teacher competence were proposed enriching cognitive approaches.

Broadened competence approaches span from disposition to performance of teachers.

Influence of teacher competence on student mathematical learning gains.

Influential role of instructional quality on student mathematical progress.

Situations-specific skills as mediator between teacher dispositions and performance.

Teacher quality is a critical factor that influences instructional quality and student learning outcomes. Recently, the authors have proposed broadened views of teacher competence that include dispositions, such as knowledge, and more situation-specific aspects, such as noticing, and span from the dispositions of teachers to their performance in the classroom. Mathematics-education researchers have enriched the conceptualization of teacher competence, developed new measurements, and explored effective ways to facilitate the development of teacher competence. Many empirical studies have been conducted in this field to investigate the impact of teacher professional competence on instructional quality and student mathematics learning outcomes. With this review, we intend to provide a synopsis of the state-of-the-art in this topic and outline new research perspectives.

© 2022 The Author(s). Published by Elsevier Ltd.

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