Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers: Results from the COACTIV Project (Mathematics Teacher Education Book 8)

This work reports the findings of the Professional Competence of Teachers, Cognitively Activating Instruction, and Development of Students ́ Mathematical Literacy project (COACTIV). COACTIV applies a broad, innovative conceptualization of teacher competence to examine how mathematics teachers’ knowledge, beliefs, motivational orientations, and self-regulation skills influence their instructional practice and teaching outcomes In this project data was collected on various aspects of teacher competence and classroom instruction from the perspective of both the teachers themselves and their students. Moreover, it gauges the effects of these teacher characteristics on student learning, as indexed by the progress students in each class. Questions addressed in the study which are reported in this volume include: What are the characteristics of successful teaching? What distinguishes teachers who succeed in their profession? How can the quality of instruction be improved? Professional Competence Of Teachers, Cognitively Activating Instruction, And The Development Of Students' Mathematical Literacy (coactiv): A Research Program / Jürgen Baumert, Mareike Kunter, Werner Blum, Uta Klusmann, Stefan Krauss, And Michael Neubrand -- Part 1 Theoretical And Empirical Foundations -- The Coactiv Model Of Teachers' Professional Competence / Jürgen Baumert And Mareike Kunter -- Teacher Education In Germany / Kai S. Cortina And Mark Hoover Thames -- The Development Of Teachers' Professional Competence / Mareike Kunter, Thilo Kleickmann, Uta Klusmann, And Dirk Richter -- The Coactiv Research Program: Methodological Framework / Katrin Löwen, Jürgen Baumert, Mareike Kunter, Stefan Krauss, And Martin Brunner -- The Model Of Instructional Quality In Coactiv: A Multicriteria Analysis / Mareike Kunter And Thamar Voss -- Task Analysis In Coactiv: Examining The Potential For Cognitive Activation In German Mathematics Classrooms / Michael Neubrand, Alexander Jordan, Stefan Krauss, Werner Blum, And Katrin Löwen -- Part Ii Aspects Of Professional Competence -- Mathematics Teachers' Domain-specific Professional Knowledge: Conceptualization And Test Construction In Coactiv / Stefan Krauss, Werner Blum, Martin Brunner, Michael Neubrand, Jürgen Baumert, Mareike Kunter, Michael Besser, And Jürgen Elsner -- The Effect Of Content Knowledge And Pedagogical Content Knowledge On Instructional Quality And Student Achievemant / Jürgen Baumert And Mareike Kunter -- Teachers' General Pedagogical/psychological Knowledge / Thamar Voss And Mareike Kunter -- The Diagnostic Skills Of Mathematics Teachers / Martin Brunner, Yvonne Anders, Axinja Hachfeld, And Stefan Krauss -- Mathematics Teachers' Beliefs / Thamar Voss, Thilo Kleickmann, Mareike Kunter, And Axinja Hachfeld -- Motivation As An Aspect Of Professional Competence: Research Findings On Teacher Enthusiasm / Mareike Kunter -- Occupational Self-regulation / Uta Klusmann -- Part Iii The Development Of Professional Competence -- Individual Characteristics Of Prospective Teachers / Uta Klusmann -- Learning At University / Thilo Kleickmann And Yvonne Anders -- Professional Development Across The Teaching Career / Dick Richter -- Part Iv Discussion -- The Coactiv Research Program On Teachers' Professional Competence: Summary And Discussion / Mareike Kunter And Jürgen Baumert -- Publications From The Coactiv Research Program (january 2013) / Marike Kunter, Jürgen Baumert, Werner Blum, Uta Klusmann, Stefan Krauss, And Michael Neubrand. Edited By Mareike Kunter ... [et Al.]. Edited By Mareike Kunter, Jürgen Baumert, Werner Blum, Uta Klusmann, Stefan Krauss And Michael Neubrand. Includes Bibliographical References. Front Matter....Pages i-vi Professional Competence of Teachers, Cognitively Activating Instruction, and the Development of Students’ Mathematical Literacy (COACTIV): A Research Program....Pages 1-21 Front Matter....Pages 23-23 The COACTIV Model of Teachers’ Professional Competence....Pages 25-48 Teacher Education in Germany....Pages 49-62 The Development of Teachers’ Professional Competence....Pages 63-77 The COACTIV Research Program: Methodological Framework....Pages 79-96 The Model of Instructional Quality in COACTIV: A Multicriteria Analysis....Pages 97-124 Task Analysis in COACTIV: Examining the Potential for Cognitive Activation in German Mathematics Classrooms....Pages 125-144 Front Matter....Pages 145-145 Mathematics Teachers’ Domain-Specific Professional Knowledge: Conceptualization and Test Construction in COACTIV....Pages 147-174 The Effect of Content Knowledge and Pedagogical Content Knowledge on Instructional Quality and Student Achievement....Pages 175-205 Teachers’ General Pedagogical/Psychological Knowledge....Pages 207-227 The Diagnostic Skills of Mathematics Teachers....Pages 229-248 Mathematics Teachers’ Beliefs....Pages 249-271 Motivation as an Aspect of Professional Competence: Research Findings on Teacher Enthusiasm....Pages 273-289 Occupational Self-Regulation....Pages 291-308 Front Matter....Pages 309-309 Individual Characteristics of Prospective Teachers....Pages 311-319 Learning at University....Pages 321-332 Professional Development Across the Teaching Career....Pages 333-342 Front Matter....Pages 343-343 The COACTIV Research Program on Teachers’ Professional Competence: Summary and Discussion....Pages 345-368 Publications from the COACTIV Research Program (January 2013)....Pages 369-374 Back Matter....Pages 375-378 Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers presents the findings of the Professional Competence of Teachers, Cognitively Activating Instruction, and Development of Students ́ Mathematical Literacy project (COACTIV). COACTIV applies a broad, innovative conceptualization of teacher competence to examine how mathematics teachers' knowledge, beliefs, motivational orientations, and self-regulation skills influence their instructional practice and teaching outcomes. Moreover, it gauges the effects of these teacher characteristics on student learning, as indexed by the progress of students in each class. For this book, COACTIV study data relating to various aspects of teacher competence and classroom instruction from the perspective of both the teachers themselves and their students was collected and analyzed. Questions addressed and discussed include: What are the characteristics of successful teaching? What distinguishes teachers who succeed in their profession? How can the quality of instruction be improved? Written for researchers from a broad range of areas, such as educational psychology, general education, and mathematics education, this book effectively demonstrates how teacher competence relates directly to measurable student learning gains. Reporting the findings of the Professional Competence of Teachers, Cognitively Activating Instruction, and Development of Students' Mathematical Literacy project (COACTIV), this book discusses the attributes that distinguish successful teachers.