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Because it is seen as one constitutive factor of in-
structional quality, research in teaching and learn-
ing increases attention on teachers expertise. To
explain success in student learning for example,
recent studies used content knowledge and pe-
dagogical content knowledge as predicting var-
iables for expertise. This study analyses potential
disadvantages of these approaches: Competent
situational classroom management requires more
than just content knowledge and pedagogical
content knowledge. The topic of this publication is
the analysis and description of additional domain-
specific competencies. It proposes a model com-
patible with existing approaches which consists of
three components of domain-specific competen-
cies: first, a basic component of mathematical and
mathematical pedagogical knowledge, second,
reflective competencies, and third, action-related
competencies. It is also discussed how these three
constructs could be operationalized. It is proposed
complementing the known paper-and-pencil item
formats with video- and computer-based formats
to incrase the validity of tests.
Moreover, design and results of a feasibility study
with teachers and prospective teachers from se-
condary level are reported. The results show that,
in principle, it is possible to measure the three ar-
eas of competencies separately.
Anke Lindmeier
modeling and measuring
Knowledge and Competencies
of Teachers
A Threefold Domain-Specific
Structure Model for Mathematics
2011, Empirische Studien zur Didaktik der Mathematik,
Vol. 7; 226 pages, pb., 29,90 Euro,
ISBN 978-3-8309-2453-1
7
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