Sigrid Blömeke's research while affiliated with University of Oslo and other places
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Publications (208)
Please find the open access article here: https://jlb-journallehrerinnenbildung.net/download?wpdmdl=1502
This study investigates the relations between working environment and teachers' job satisfaction, perceived work‐related stress, as well as work‐related self‐efficacy. The sample consisted of 226 mathematics teachers from German secondary schools. About 55% were female and they had been teaching for 13 years on average. We used self‐reported measur...
Existing research indicates inconsistent or at best weak predictive effects of teacher knowledge on student achievement. Data from Germany were used to examine the relation between teachers' content and pedagogical content knowledge, their perception, interpretation, and decision-making skills, the instructional quality implemented in class, and st...
Die Lehrerprofessionsforschung war in den letzten 15 Jahren geprägt durch umfangreiche empirische Forschungsprojekte zur Untersuchung professioneller Kompetenz angehender und praktizierender Lehrkräfte. Zentrale Beiträge und Impulse trugen dabei immer wieder die vielfältigen Studien des TEDS-Forschungsprogramms bei. Beginnend mit den internationale...
This longitudinal study examined the development of 129 German early childhood teachers’ knowledge and epistemic beliefs in mathematics from teacher education to practice. The test and questionnaire data have been analyzed with auto-regressive models with cross-lagged effects and mean differences to investigate change over time. The study reveals t...
Research on intelligence and competence has developed widely independent of each other. The present paper aims at relating these traditions and at integrating the dominant models to fill gaps in the respective theories. We test the structural models derived from this integration in a series of confirmatory factor analyses and a latent moderated str...
Emotions play an essential role in educational processes. Previous research has mainly dealt with achievement emotions which are experienced in specific situations such as exams or learning situations in mathematics (e.g. enjoyment or anxiety). Some achievement emotions are rather experienced in social contexts in mathematics and are closely relate...
The chapter was written within the studies TEDS-Instruct and TEDS-Validate and interprets the results of these studies with regard to a validity argument for ratings of domain-specific teaching quality in mathematics classrooms. Firstly, we explain the research interest in TEDS-Instruct and TEDS-Validate. Secondly, we discuss if and how the empiric...
Early childhood teacher education is considered crucial for the development of professional knowledge. However, little is known about the impacts of teacher educators, especially with respect to domain-specific knowledge in areas like early mathematics education. We investigated the relationship between opportunities to learn as reported by teacher...
School innovativeness has become a crucial criterion for the long-term success of education systems in terms of their adaptability to societal changes. We examined the relations among school innovativeness— measured by teachers’ perceptions to what extent the climate at their school is open for innovation and change—and key outcomes at the teacher...
This study examined absolute and relative judgment accuracies of German early childhood (EC) teachers with respect to the mathematical skills of the children under their supervision. The two types of judgment accuracies are crucial prerequisites for pacing activities in EC education and offering differentiated educational activities adapted to indi...
The present study investigated the development of n = 129 early childhood teachers’ mathematics content knowledge, mathematics pedagogical content knowledge, mathematics anxiety, and enjoyment of mathematics over 4 years from teacher training to practice. Latent autoregressive models with cross-lagged effects were applied. Scalar measurement invari...
It is widely assumed that teachers play a key role in providing high-quality learning opportunities to students and fostering students’ learning. Yet it is still unclear how specific teacher knowledge facets as part of their professional competence contribute to classroom processes and learning outcomes. Focusing on mathematics education at the sec...
This eye-tracking study investigates how novice and expert teachers' noticing of classroom management events differs in two formats of instruction. 20 novices and 20 experts participated in the study, watching short video clips of whole-group and partner work teaching situations. Their retrospective verbal reports were analyzed for events identifie...
Academic resilience refers to students’ capacity to perform highly despite a disadvantaged background. Although most studies using international large-scale assessment (ILSA) data defined academic resilience with two criteria, student background and achievement, their conceptualizations and operationalizations varied substantially. In a systematic...
What encourages an innovative environment in schools and what does that imply for teaching?
An innovative environment is important for a school’s ability to adapt to societal changes and for students’ ability to cope with future society. It is therefore crucial to find out what promotes an innovative environment in a school and what consequences an...
The study investigates 39 novice and expert teachers’ perception, interpretation and decision-making skills with respect to classroom management events which they observed in two video clips. Their retrospective comments were analyzed with a multi-category coding scheme. Experts interpreted more and suggested more alternative courses of action than...
Das Handbuch bietet aus fachlicher, fachdidaktischer, bildungswissenschaftlicher und schulpraktischer Perspektive einen umfassenden forschungsbasierten Überblick zu allen Bereichen der Lehrerinnen- und Lehrerbildung.
Das von 174 Autorinnen und Autoren erarbeitete Orientierungswissen wird in 107 Beiträgen präsentiert. Ausgehend von den Aufgaben im...
Mit dem Handbuch Lehrerinnen- und Lehrerbildung legen wir eine umfassende Darstellung forschungsbasierten Wissens zur (institutionalisierten) Professionalisierung von Lehrerinnen und Lehrern, ihrer Geschichte und ihren herausfordernden Bedingungen, ihrer unterschiedlichen Ansätze, Komponenten, Konzepte und Methoden sowie zu den an ihr beteiligten A...
Das „Handbuch Lehrerinnen- und Lehrerbildung“ bietet aus fachlicher, fachdidaktischer, bildungswissenschaftlicher und schulpraktischer Perspektive einen umfassenden forschungsbasierten Überblick zu allen Bereichen der Lehrerinnen- und Lehrerbildung. Das von 174 Autorinnen und Autoren erarbeitete Orientierungswissen wird in 107 Beiträgen präsentiert...
Zusammenfassung
Die deutschsprachige Unterrichtsforschung unterscheidet bereits seit längerem drei Basisdimensionen der Unterrichtsqualität: Effiziente Klassenführung, konstruktive Unterstützung und Potential zur kognitiven Aktivierung. Da die drei Basisdimensionen als fächerübergreifende Konzeptualisierung der Unterrichtsqualität gelten, stellt si...
Although research on teachers’ noticing in mathematics education has significantly increased over the last decade, little is known about the relationship between teachers’ noticing and teachers’ knowledge as an influential basis of their professional noticing. This paper examines this relationship based on a study involving 203 in-service Chinese m...
This chapter provides a brief overview of national and international large-scale assessment in Norway. Embedded in a range of assessment tools that consist of mapping tests in grades 1–4, national assessments in grades 5–9, national exams at the end of lower and upper secondary school and student surveys in grades 7–11, the international large-scal...
Zusammenfassung. Der in der TEDS-M-Studie (Teacher Education and Development Study: Learning to Teach Mathematics) entwickelte Test zur Erfassung pädagogischen Wissens am Ende der Lehramtsausbildung hat sich in diversen Untersuchungen als zuverlässiges Messinstrument erwiesen, für das eine Reihe von Ergebnissen vorliegt, die die Validität der Testw...
Children develop their mathematical competencies already during their early years. Therefore, effective learning environments provided by early childhood teachers are required. Early childhood teachers’ professional competence in mathematics is assumed to consist of different facets such as mathematical content knowledge and affective-motivational...
In this paper we examine the relationship between teachers’ knowledge, beliefs and instructional practices based on a study with 495 Chinese pre-service mathematics teachers. The results indicate that Chinese pre-service mathematics teachers tend to hold mixed beliefs about the nature of mathematics, and a constructivist view about mathematics teac...
Most of the research examining the relation between instructional quality (INQUA) and mathematics teachers’ competence was restricted to a limited set of competence facets. Furthermore, mostly variable-oriented approaches were applied that assume homogeneity of teacher competence. In our study, teacher competence is conceptualized as a comprehensiv...
A large research gap exists between psychological research about intelligence on the one hand and educational research about competence on the other hand. Both constructs are only rarely examined within one study. From an educational psychology point of view and for construct validation of competence tests, this is necessary though to gain more ins...
Der Erfassung von Unterrichtsqualität durch Beobachterratings ist in den letzten Jahren viel Aufmerksamkeit zuteilgeworden. Erste Evidenz liegt dabei auch zu deren Variabilität zwischen mehreren Unterrichtsstunden vor. Inwieweit Beobachterratings jedoch auch während einer Unterrichtsstunde variieren, wurde bisher kaum untersucht. Des Weiteren liege...
Die Fähigkeit, mathematische Inhalte in Spielsituationen der Kindertagesstätte zu identifizieren, um diese für eine angemessene Förderung mathematischer Kompetenzen bei Kindern zu nutzen, kann als ein wesentlicher Bestandteil professioneller Kompetenz von frühpädagogischen Fachkräften verstanden werden. Diese mathematikbezogene Situationswahrnehmun...
The aim of the research described in this paper was to identify qualitatively different profiles of teachers’ general pedagogical knowledge (GPK) as a central component of their competence. We applied a mixed Rasch model to a sample of 462 mathematics and non-mathematics teachers who were tested using a short version of the TEDS-M test for GPK. The...
Obwohl die Befähigung zu eigenständiger Forschung ein zentrales Ziel des Studiums ist, fehlt es in den Sozialwissenschaften an einem theoretischen Modell von Forschungskompetenz. In der vorliegenden Arbeit wurde ein fach- und paradigmenübergreifendes Modell sozialwissenschaftlicher Forschungskompetenz in einem sequenziellen Mixed-Methods-Design ent...
The Openness-Fluid-Crystallized-Intelligence (OFCI) model describes how these different constructs interact over time. One fundamental element in the model is the Environmental Enrichment Hypothesis, which states that more Openness leads to more learning opportunities, thereby fostering fluid intelligence (Gf). Indirectly, this positive influence a...
How teacher characteristics are related to student outcomes may indicate ways to improve the effectiveness of schooling. This paper examines how consistent such relations are by utilizing TIMSS data on five teacher characteristics (teacher education major, teaching experience, professional development, preparedness and instructional quality) and tw...
Artikkelen presenterer de mest sentrale verktøyene for kvalitetsmonitorering som har blitt innført som en del av det «Nasjonale kvalitetsvurderingssystemet for grunnopplæringen» (de nasjonale prøvene, kartleggingsprøvene og elev-undersøkelsen), i all hovedsak ut fra et perspektiv om at dette er målinger som skal bidra med informasjon til skoler, sk...
TIMSS-undersøkelsene har vist at norske elever på 4. og 8. trinn har hatt en framgang i matematikk- og naturfagprestasjoner siden 2003. Dette kom etter en tilsvarende stor tilbakegang fra 1995 til 2003. I dette kapitlet presenteres en analyse hvor endringen i gjennomsnittlig matematikkskår for 8. trinn fra 2003 til 2015 blir knyttet til endringer f...
The study presented in the paper has the following goals. The first is to review and compare teacher competence frameworks developed in Eastern (Chinese) and Western (German) contexts, exemplified for the domain of mathematics. Major similarities of the two contexts could be reconstructed in the conceptualization of teacher competence as a multidim...
Research on teacher noticing in the field of mathematics education research has increased in the last decade; however, only a few studies have investigated the social and cultural impact on teachers’ noticing. This paper describes results of an international comparative study on (in-service) mathematics teachers’ professional noticing in China and...
The ability to offer constructive feedback to students concerning their errors is an indispensable requirement for mathematics teachers, for the purpose of providing cognitively challenging learning opportunities. However, if they are to react adequately, teachers need to identify student errors immediately. The fast perception of student errors ca...
The aim is to describe the development of achievement in compulsory school in the Nordic countries from the 1960s. The study relies on published results concerning literacy and numeracy from the international large-scale assessments between 1964 and 2012. Among others, the following conclusions are drawn: (1) for most countries, a small but consist...
Instructional research in German-speaking countries has conceptualized teaching quality recently according to three generic dimensions, namely, classroom management, student support and cognitive activation. However, as these dimensions are mainly regarded as generic, subject-specific aspects of mathematics instruction, e.g., the mathematical depth...
Im vorangegangenen Kapitel wurde die Vorgeschichte beschrieben, wie es durch Initiative der Deutsche Telekom Stiftung zur Gründung des DZLM gekommen ist. In diesem zweiten Kapitel werden die Tätigkeitsfelder und Konzepte des DZLM in seiner ersten Förderphase vom 01.10.2011 bis 30.09.2016 beschrieben.
Teaching practice and its representation by videos are a central part of many empirical studies concerning the field of teaching and learning. In order to analyze how videos can help to investigate aspects of teachers’ expertise, the data from 131 primary mathematics teachers who participated in the TEDS-Follow-Up study were evaluated. The teachers...
This article examines the stability of Norwegian prospective preschool teachers’ enjoyment of mathematics and their mathematics-related self-efficacy before, during, and after a teacher-education examination. In addition, the stability of the two constructs across countries was examined through a comparison with Germany. The data revealed partial s...
This study examined the level, structure and cognitive, educational and psychological determinants of beliefs about the relevance and nature of mathematics, about gender-stereotypes with respect to mathematics abilities and about enjoyment of mathematics. Prospective preschool teachers from programs at vocational schools and higher education instit...
I denne longitudinelle studien ble 131 grunnskolelærere (1. til 4. trinn) fulgt opp fra det siste året i lærerutdanningen og gjennom de fire første årene i lærerjobb. Lærerne tok standardiserte tester i matematikk (matematikkunnskap) og matematikkdidaktikk (matematikkdidaktisk kunnskap) ved slutten av lærerutdanningen i 2008 og en gang til etter fi...
Mit dem Einzug neuer Medien in die Schulen entstehen neue Möglichkeiten des Lehrens und Lernens, so lautet der programmatische Anspruch vieler Initiativen, die sich auf die Einführung von Computern in die Schule richten. Mit der Formel „Neue Medien - neues Lernen“ wird unterstellt, dass sich Lehrerhandeln im Unterricht quasi automatisch, nur durch...
Domain-specific cognitive constructs often show strong empirical correlations with each other if not controlled for g, although they are conceptually different, because individuals invest their general ability in all types of learning processes. Based on the investment theory and Jan-Eric Gustafsson’s work, the present paper examines for the first...
To investigate the domain-specifi city of research competencies, higher education students from the social sciences were assessed with a standardized test in four disciplines: (a) sociology, (b) political science, (c) educational studies, and (d) psychology. The measure covered declarative and procedural knowledge of research methods, methodology,...
Ziel des vorzustellenden Projekts ist es in einem ersten Schritt, Handlungsmuster von Lehrpersonen beim Einsatz von neuen Medien im Unterricht der Fächer Deutsch, Mathematik und Informatik der Sekundarstufe II zu identifizieren. Zu diesem Zweck werden Videoaufnahmen von 30 Unterrichtsstunden im Hinblick auf zugrunde liegende ‚Unterrichtsscripts’ (i...
Allenthalben werden Defizite der Lehrerinnen und Lehrer in Bezug auf ihre medienbezogenen Fähigkeiten beklagt. In Nordrhein-Westfalen wird daher zurzeit ein so genanntes „Portfolio Medien. Lehrerbildung“ eingeführt, mit dem der Erwerb medienpädagogischer Kompetenz von Lehramtsstudierenden und Referendaren flächendeckend an allen Universitäten und S...
Die Autorin setzt sich mit der theoretischen Fundierung von Medienkompetenz auseinander. Anhand der medienpädagogischen Konzepte von Dieter Baacke und Gerhard Tulodziecki untersucht sie, welchen Anforderungen ein medienpädagogisch angemessen gestaltetes Lehramtstudium zu genügen hat. (DIPF/Orig.).
Hauptaufgaben von Unterricht sind die Anregung und Unterstützung von Lern- und Entwicklungsprozessen. Diese sollen im Sinne von Chancengerechtigkeit darauf gerichtet sein, allen Kindern und Jugendlichen ein sachgerechtes, selbst bestimmtes, kreatives und sozial verantwortliches Handeln im gesellschaftlichen Zusammenhang zu ermöglichen. Ausgehend vo...
Recent research on the professional competencies of mathematics teachers, which has been carried out during the last decade, is characterized by different theoretical approaches on the conceptualization and evaluation of teachers’ professional competencies, namely cognitive versus situated approaches. Building on the international IEA Teacher Educa...
Untersucht wird, inwieweit Unterrichtsvideos für den Erwerb situationsspezifischer Fähigkeiten im Bereich der Klassenführung sowie für den Zuwachs an pädagogischem Wissen bei Lehramtsstudierenden lernwirksamer sind als Unterrichtstranskripte. Ein dafür entwickeltes Training wurde in einer video- und einer transkriptgestützten Experimentalgruppe (je...
Due to their multidimensional nature and their development in group settings, the assessment of competencies acquired in professional education goes beyond typical methodological difficulties related to any assessment of behaviour, personality or capability. Competencies are complex constructs for which it is challenging to develop reliable and val...
This book summarizes the international evidence on methodological issues in standard setting in education. By critically discussing the standard-setting practices implemented in the Nordic countries and by presenting new methodological approaches, it offers fresh perspectives on the current research.
Standard setting targets crucial societal objec...
The paper presents the challenges of cross-country and cross-cultural research on the motivation to become a mathematics teacher based on data from the “Teacher Education and Development Study in Mathematics (TEDS-M)”. Referring to studies from cross-cultural psychology, measurement invariance (MI) of constructs representing different motivations t...
This paper addresses an important task teachers face in class: the identification and support of creative and high-achieving students. In particular, we examine whether primary teachers (1) have acquired professional knowledge during teacher education that is necessary to foster creativity and to teach high-achieving students, and whether they (2)...
In this volume, five separate studies examine differing aspects of relations between teacher quality, instructional quality and learning outcomes across countries, taking into account context characteristics such as school climate. The 2007 and 2011 TIMSS (Trends in Mathematics and Science Study) cycles provided the research data. These five studie...
This chapter examines how crucial input and process characteristics of schooling are related to cognitive student outcomes. It was hypothesized that teacher quality predicts instructional quality and student achievement, and that instructional quality in turn predicts student achievement. The strengths of these relations may vary across countries,...
Data about processes and outcomes of preschool teacher education is scarce. This paper examines the opportunities to learn (OTL) of prospective preschool teachers (N = 1,851) at different types and stages of preschool teacher education and their relation to general pedagogical knowledge (GPK), mathematics pedagogical content knowledge (MPCK), and m...
The relation between teacher knowledge and skills and how these were influenced by teacher education was examined with 171 secondary mathematics teachers. Six paper-and-pencil and video tests were applied to assess content knowledge, pedagogical content knowledge and general pedagogical knowledge as well as diagnostic, teaching and classroom manage...
Rating scales are a popular item format used in many types of assessments. Yet, defining which rating is correct often represents a challenge. Using expert ratings as benchmarks is one approach to ensuring the quality of a rating instrument. In this paper, such expert ratings are analyzed in detail taking a video-based test instrument of teachers’...
Using data from the international Teacher Education and Development Study: Learning to Teach Mathematics (TEDS-M), the measurement equivalence of teachers’ beliefs across countries is investigated for the case of ‘mathematics-as-a fixed-ability’. Measurement equivalence is a crucial topic in all international large-scale assessments and widely unde...
One of the main challenges for teachers during teaching in class is the diagnosis of students’ learning and thinking processes. For
this purpose, teachers must perceive relevant information, they need to interpret this information and finally, they need to respond and select suitable opportunities to learn. In this paper, diagnostic processes in cl...
The purpose of this article is to review and to connect research about teacher education effectiveness and school effectiveness to arrive at an integrative conceptualization that has the potential of improving empirical research in both fields. Teacher education effectiveness addresses effects of teacher education on outcomes such as teacher knowle...
Der Band befasst sich mit Bildung im Zeichen sich rapide verändernder gesellschaftlicher Rahmenbedingungen. Er greift Themen auf, die das Gesamtbild des Jubiläumskongresses der DGfE in besonderem Maße geprägt haben. Die unterschiedlichen Forschungsansätze der enthaltenen Beiträge sorgen dabei für multiple Perspektiven – mit inter- und transnational...
The paper presents results from a computer-based assessment in which 171 early career mathematics teachers from Germany were asked to anticipate typical student errors on a given mathematical topic and identify them under time constraints. Fast and accurate perception and knowledge-based judgments are widely accepted characteristics of teacher comp...
Der Übergang von der Schule in die Hochschule stellt – wie frühere Übergänge zum Beispiel von der Grundschule in die Sekundarstufe I – eine schwierig zu bewältigende Anforderung dar. Unterschiedliche Denkweisen und Lehrstile an Schule und Hochschule, die unterschiedliche Organisation der Ausbildungsgänge verbunden mit unterschiedlichen Erwartungen...
Bei dem vorliegenden Testinstrument handelt es sich um eine Kurzfassung von bereits
existierenden Testinstrumenten im Bereich der Erfassung und Modellierung von
Lehrerprofessionswissen angehender Mathematiklehrkräfte für die Sekundarstufe I. Dabei wurde auf Testitems aus MT21, TEDS-M, TEDS-Telekom und TEDS-LT zurückgegriffen, die neu skaliert wurde...
Zusammenfassung. Im Unterschied zur Lehrerforschung ist uber das professionelle Wissen fruhpadagogischer Fachkrafte kaum etwas bekannt. Der Beitrag stellt eine Testbatterie vor, die auf die Diagnose unterschiedlicher Auspragungen des padagogischen, mathematikdidaktischen und mathematischen Wissens angehender Fruhpadagogen auf Gruppenebene ausgerich...
Teacher competence is a multi-dimensional construct that includes beliefs as well as knowledge. The present study investigated the structure of prospective preschool teachers’ mathematics-related beliefs and their relation to content knowledge and pedagogical content knowledge. In addition, prospective preschool teachers’ perception and planning sk...
Using a video-based assessment developed in the follow-up study of the Teacher Education and Development Study: Learning to Teach Mathematics (TEDS-M), we examine whether and to what extent teacher performance depends on differences in classroom situations. Two teaching challenges are focused upon: general pedagogical tasks related to classroom man...
This paper examines the prognostic validity of a paper-and-pencil test to assess the mathematical pedagogical content knowledge (MPCK) of prospective pre-school teachers. The test was developed in the KomMa project. Teacher education research revealed that MPCK significantly predicts the perception and performance of young teachers. Corresponding h...
Objective and Significance of This Special IssueObjective
The objective of this special issue is to draw on video-based research to model the nature of mathematics and science teachers’ expertise. Expertise is understood as “experts’ masterful performance” (Li & Kaiser, 2011a, b, p. 3), which can be conceptualized either as “a cognitive modeling ap...