Skip to main content
SpringerLink
Log in
Book cover

Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers pp 25–48Cite as

The COACTIV Model of Teachers’ Professional Competence

  • Chapter
  • First Online:

Part of the book series: Mathematics Teacher Education ((MTEN,volume 8))

Abstract

Teachers are the most important element of the education system. Their education and qualification can therefore play a decisive role in optimizing educational processes (Cochran-Smith and Zeichner 2005; Darling-Hammond and Bransford 2005; Kennedy et al. 2008). However, review of the literature on teacher qualification and professionalization (e.g., Cochran-Smith and Zeichner 2005; Zeichner 2005) reveals that terms such as “qualification,” “professionalism,” “expertise,” and “competence” are often imprecisely defined and that their use by different authors is inconsistent. Moreover, overarching theoretical structures that would allow relevant research questions to be translated into empirically testable hypotheses are lacking. As a result, there are few empirically sound research findings to back up the abundance of theorizing on the subject or the many recommendations for practice. It is here that COACTIV comes in: The aim of the COACTIV research program is to make a theoretical and empirical contribution to clarifying central concepts and to furthering the discussion on the professionalization of teachers.

This chapter draws on Baumert and Kunter (2006).

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   129.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Notes

  1. 1.

    Although organizational and counseling knowledge are included in the theoretical model of teacher competence, they have not yet been empirically assessed within the COACTIV framework.

References

  • Altrichter H, Brüsemeister T, Wissinger J (2007) Educational Governance: Handlungskoordination und Steuerung im Bildungssystem [Educational governance: coordination of activities and management in the education system]. VS Verlag für Sozialwissenschaften, Wiesbaden

    Google Scholar 

  • Ashton PT, Webb RB (1986) Making a difference: teachers’ sense of efficacy and student achievement. Longman, New York

    Google Scholar 

  • Ball DL (2003) Mathematical proficiency for all students: toward a strategic research and development program in mathematics education. Rand Education, Santa Monica

    Google Scholar 

  • Ball DL, Lubienski ST, Mewborn DS (2001) Research on teaching mathematics: the unsolved problem of teachers’ mathematical knowledge. In: Richardson V (ed) Handbook of research on teaching, 4th edn. Macmillan, New York, pp 433–456

    Google Scholar 

  • Ball DL, Hill HC, Bass H (2005) Knowing mathematics for teaching. Am Educ 29(3):14–46

    Google Scholar 

  • Baumert J, Kunter M (2006) Stichwort: Professionelle Kompetenz von Lehrkräften [Teachers’ professional competence]. Zeitschrift für Erziehungswissenschaft 9:469–520. ­doi:10.1007/s11618-006-0165-2

    Article  Google Scholar 

  • Berliner DC (1994) Expertise: the wonder of exemplary performances. In: Mangieri JN, Block CC (eds) Creating powerful thinking in teachers and students. Harcourt Brace, Fort Worth, pp 161–186

    Google Scholar 

  • Berliner DC (2001) Learning about and learning from expert teachers. Int J Educ Res 35:463–482. doi:10.1016/S0883-0355(02)00004-6

    Article  Google Scholar 

  • Blömeke S, Kaiser G, Lehmann, R (eds) (2008a) Professionelle Kompetenz angehender Lehrerinnen und Lehrer: Wissen, Überzeugungen und Lerngelegenheiten deutscher Mathematik-­Studierender und -Referendare: Erste Ergebnisse zur Wirksamkeit der Lehrerausbildung [Professional competence of prospective teachers: knowledge, beliefs, and learning opportunities of mathematics teacher candidates in Germany. First findings on the efficacy of teacher education]. Waxmann, Münster

    Google Scholar 

  • Blömeke S, Kaiser G, Schwarz B, Lehmann R, Seeber S, Müller C, Felbrich A (2008b) Entwicklung des fachbezogenen Wissens in der Lehrerausbildung [Development of content knowledge and pedagogical content knowledge in teacher education]. In: Blömeke S, Kaiser G, Lehmann R (eds) Professionelle Kompetenz angehender Lehrerinnen und Lehrer. Waxmann, Münster, pp 135–169

    Google Scholar 

  • Blömeke S, Kaiser G, Lehmann, R (eds) (2010a) TEDS-M 2008: Professionelle Kompetenz und Lerngelegenheiten angehender Primarstufenlehrkräfte im internationalen Vergleich [TEDS-M 2008: professional competence and learning opportunities of prospective elementary teachers in international comparison]. Waxmann, Münster

    Google Scholar 

  • Blömeke S, Kaiser G, Lehmann R (eds) (2010b) TEDS-M 2008: Professionelle Kompetenz und Lerngelegenheiten angehender Mathematiklehrkräfte für die Sekundarstufe I im internationalen Vergleich [TEDS-M 2008: professional competence and learning opportunities of prospective lower secondary mathematics teachers in international comparison]. Waxmann, Münster

    Google Scholar 

  • Blömeke S, Kaiser G, Lehmann R (2011a) Messung professioneller Kompetenz angehender Lehrkräfte. “Mathematics Teaching in the 21st Century” und die IEA-Studie TEDS-M [Measuring the professional competence of prospective teachers: “mathematics teaching in the 21st century” and the IEA study TEDS-M]. In: Bayrhuber B, Harms U, Muszynski B, Ralle B, Rothgangel M, Schön LH, Vollmer HJ, Weigand H-G (eds) Empirische Fundierung in den Fachdidaktiken, vol 1, Fachdidaktische Forschungen. Waxmann, Münster, pp 9–26

    Google Scholar 

  • Blömeke S, Suhl U, Kaiser G (2011b) Teacher education effectiveness: quality and equity of future primary teachers’ mathematics and mathematics pedagogical content knowledge. J Teac Educ 62(2):154–171. doi:10.1177/0022487110386798

    Article  Google Scholar 

  • Borko H (2004) Professional development and teacher learning: mapping the terrain. Educ Res 33(8):3–15

    Google Scholar 

  • Borko H, Putnam RT (1996) Learning to teach. In: Berliner DC, Calfee RC (eds) Handbook of educational psychology. Macmillan, New York, pp 673–708

    Google Scholar 

  • Böttcher W, Bos W, Döbert H, Holtappels HG (2008) Bildungsmonitoring und Bildungscontrolling in nationaler und internationaler Perspektive [Educational monitoring and controlling from a national and international perspective]. Waxmann, Münster

    Google Scholar 

  • Bransford J, Darling-Hammond L, LePage P (2005) Introduction. In: Darling-Hammond L, Bransford J (eds) Preparing teachers for a changing world. Jossey-Bass, San Francisco, pp 1–39

    Google Scholar 

  • Brigham FJ, Scruggs TE, Mastropieri MA (1992) Teacher enthusiasm in learning disabilities classrooms: effects on learning and behaviour. Learn Disabil Res Pract 7:68–73

    Google Scholar 

  • Bromme R (1997) Kompetenzen, Funktionen und unterrichtliches Handeln des Lehrers [Competencies, functions, and instructional practice of teachers]. In: Weinert FE (ed) Enzyklopädie der Psychologie: Pädagogische Psychologie, vol 3, Psychologie des Unterrichts und der Schule. Hogrefe, Göttingen, pp 177–212

    Google Scholar 

  • Bromme R (2001) Teacher expertise. In: Baltes PB, Smelser NJ (eds) International encyclopedia of the social and behavioral sciences, vol 26. Elsevier, Amsterdam, pp 15459–15465

    Chapter  Google Scholar 

  • Bromme R (2004) Das implizite Wissen der Experten [The implicit knowledge of experts]. In: Koch-Priewe B, Kolbe F-U, Wildt J (eds) Grundlagenforschung und mikrodidaktische Reformansätze zur Lehrerbildung. Klinkhardt, Bad Heilbrunn, pp 22–48

    Google Scholar 

  • Bromme R, Rambow R (2001) Experten-Laien-Kommunikation als Gegenstand der Expertiseforschung: Für eine Erweiterung des psychologischen Bildes vom Experten [Expert–layperson communication as an object of expertise research: for an extension of the psychological image of experts]. In: Silbereisen RK, Reitzle M (eds) Psychologie 2000: Bericht über den 42. Kongress der Deutschen Gesellschaft für Psychologie in Jena. Pabst, Lengerich, pp 541–550

    Google Scholar 

  • Brophy J, Good T (1986) Teacher behavior and student achievement. In: Wittrock MC (ed) Handbook of research on teaching. Macmillan, New York, pp 328–375

    Google Scholar 

  • Bruder S, Klug J, Hertel S, Schmitz B (2010) Modellierung der Beratungskompetenz von Lehrkräften [Modeling and predicting teachers’ counseling competence]. Zeitschrift für Pädagogik 56:274–285

    Google Scholar 

  • Brunner M, Kunter M, Krauss S, Klusmann U, Baumert J, Blum W, … Tsai Y-M (2006) Die professionelle Kompetenz von Mathematiklehrkräften: Konzeptualisierung, Erfassung und Bedeutung für den Unterricht. Eine Zwischenbilanz des COACTIV-Projekts [Mathematics teachers’ professional competence: conceptualization, assessment, and implications for instruction. An interim report on the COACTIV project]. In: Prenzel M, Allolio-Näcke L (eds) Untersuchung zur Bildungsqualität von Schulen: Abschlussbericht des DFG-­Schwerpunktprogramms. Waxmann, Münster, pp 54–82

    Google Scholar 

  • Buchwald P, Hobfoll SE (2004) Burnout aus ressourcentheoretischer Perspektive [Burnout in the framework of conservation of resources theory]. Psychologie Erziehung Unterricht 51:247–257

    Google Scholar 

  • Butler R (2007) Teachers’ achievement goals and associations with teachers’ help-seeking: examination of a novel approach to teacher motivation. J Educ Psychol 99(2):241–252

    Article  Google Scholar 

  • Calderhead J (1996) Teachers: beliefs and knowledge. In: Berliner DC, Calfee RC (eds) Handbook of educational psychology. Macmillan, New York, pp 709–725

    Google Scholar 

  • Cianciolo AT, Matthew C, Sternberg RJ, Wagner RK (2006) Tacit knowledge, practical intelligence, and expertise. In: Ericsson KA, Charness N, Feltovich PJ, Hoffman RR (eds) The Cambridge handbook of expertise and expert performance. Cambridge University Press, Cambridge, UK, pp 613–632

    Chapter  Google Scholar 

  • Cochran-Smith M, Zeichner K (eds) (2005) Studying teacher education: the report of the AERA panel on research and teacher education. Erlbaum, Mahwah

    Google Scholar 

  • Connell MW, Sheridan K, Gardner H (2003) On abilities and domains. In: Sternberg RJ, Grigorenko EL (eds) The psychology of abilities, competencies, and expertise. Cambridge University Press, Cambridge, UK, pp 1126–1155

    Google Scholar 

  • Dann H-D, Mueller-Fohrbrodt G, Cloetta B (1981) Sozialisation junger Lehrer im Beruf: “Praxisschock” drei Jahre später [Socialization of young teachers into the profession: “Reality shock” three years later]. Zeitschrift für Entwicklungspsychologie pädagogische Psychologie 13(3):251–262

    Google Scholar 

  • Darling-Hammond L, Bransford J (2005) Preparing teachers for a changing world: what teachers should learn and be able to do. Jossey-Bass, San Francisco

    Google Scholar 

  • Deci EL, Ryan RM (2000) The “what” and “why” of goal pursuits: human needs and the self-­determination of behavior. Psychol Inq 11:227–268. doi:10.1207/S15327965PLI1104_01

    Article  Google Scholar 

  • ETS – Educational Testing Service (2006) Proper use of the Praxis series and related assessments. Retrieved from http://www.ets.org/Media/Tests/PRAXIS/pdf/guidelines.pdf

  • ETS – Educational Testing Service (2007) The Praxis series information bulletin. Retrieved from http://www.ets.org/Media/Tests/PRAXIS/pdf/01361.pdf

  • Elliott JG, Stemler SE (2008) Teacher authority, tacit knowledge, and the training of teachers. In: Scruggs TE, Mastropieri MA (eds) Advances in learning and behavioral disabilities, vol 21. Emerald, Amsterdam, pp 75–88

    Google Scholar 

  • Epstein RM, Hundert EM (2002) Defining and assessing professional competence. J Am Med Assoc 287(2):226–235. doi:10.1001/jama.287.2.226

    Article  Google Scholar 

  • Ericsson KA (2006) The influence of experience and deliberate practice on the development of superior expert performance. In: Ericsson KA, Charness N, Feltovich PJ, Hoffman RR (eds) The Cambridge handbook of expertise and expert performance. Cambridge University Press, New York, pp 683–703

    Chapter  Google Scholar 

  • Fend H (2008) Neue Theorie der Schule: Einführung in das Verstehen von Bildungssystemen [New theory of schooling: an introduction to understanding education systems]. VS Verlag für Sozialwissenschaften, Wiesbaden

    Google Scholar 

  • Fenstermacher GD (1994) The knower and the known: the nature of knowledge in research on teaching. In: Darling-Hammond L (ed) Review of research education, vol 20. American Educational Research Association, Washington, DC, pp 3–56

    Google Scholar 

  • Floden RE, Buchmann M (1993) Between routines and anarchy: preparing teachers for uncertainty. Oxford Rev Educ 19(3):373–382

    Article  Google Scholar 

  • Frenzel AC, Goetz T, Lüdtke O, Pekrun R, Sutton R (2009) Emotional transmission in the classroom: exploring the relationship between teacher and student enjoyment. J Educ Psychol 101:705–716. doi:10.1037/a0014695

    Article  Google Scholar 

  • Gibson S, Dembo MH (1984) Teacher efficacy: a construct validation. J Educ Psychol 76(4):569–582. doi:10.1037/0022-0663.76.4.569

    Article  Google Scholar 

  • Gigerenzer G, Brighton H (2007) Can hunches be rational? J Law Econ Policy 4:155–175

    Google Scholar 

  • Goddard RD, Hoy WK, Hoy AW (2004) Collective efficacy beliefs: theoretical developments, empirical evidence, and future directions. Educ Res 33:3–13. doi:10.3102/0013189X033003003

    Google Scholar 

  • Goodson IF, Hopmann S, Riquarts K (1999) Das Schulfach als Handlungsrahmen: Vergleichende Untersuchung zur Geschichte und Funktion der Schulfächer [The school subject as a frame of reference: a comparative study of the history and function of school subjects]. Böhlau, Cologne

    Google Scholar 

  • Grossman PL, Stodolsky SS (1995) Content as content: the role of school subjects in secondary school teaching. Educ Res 24:5–11

    Google Scholar 

  • Hakanen JJ, Bakker AB, Schaufeli WB (2006) Burnout and work engagement among teachers. J Sch Psychol 42:495–513. doi:10.1016/j.jsp. 2005.11.001

    Article  Google Scholar 

  • Hallsten L (1993) Burning out: a framework. In: Schaufeli WB, Maslach C, Marek T (eds) Professional burnout: recent developments in theory and research. Taylor & Francis, New York, pp 95–113

    Google Scholar 

  • Hatano G, Inagaki K (1986) Two courses of expertise. In: Stevenson HW, Azuma H, Hakuta K (eds) Child development and education in Japan, vol 17. Freeman, New York, pp 262–272

    Google Scholar 

  • Helmke A (2009) Unterrichtsqualität und Lehrerprofessionalität: Diagnose, Evaluation und Verbesserung des Unterrichts [Instructional quality and teacher professionality: diagnosis, evaluation, and enhancement of instruction]. Klett-Kallmeyer, Seelze

    Google Scholar 

  • Helsper W (2007) Eine Antwort auf Jürgen Baumerts und Mareike Kunters Kritik am strukturtheoretischen Professionsansatz [A response to Jürgen Baumert’s and Mareike Kunter’s criticism of the structural theoretical approach to teacher professionalism]. Zeitschrift für Erziehungswissenschaft 10(4):567–579

    Article  Google Scholar 

  • Hertel S (2009) Beratungskompetenz von Lehrern: Kompetenzdiagnostik, Kompetenzförderung, Kompetenzmodellierung [Teachers’ counseling competence: diagnosis, promotion, and modeling of professional competence]. Waxmann, Münster

    Google Scholar 

  • Hertel S, Bruder S, Schmitz B (2009) Beratungs- und Kommunikationskompetenz von Lehrern [Teachers’ counseling and communication competence]. In: Zlatkin-Troitschanskaia O, Beck K, Sembill D, Nickolaus R, Mulder RH (eds) Lehrerprofessionionalität: Bedingungen, Genese, Wirkungen und Messung. Beltz, Weinheim, pp 117–128

    Google Scholar 

  • Hiebert J, Gallimore R, Stigler JW (2002) A knowledge base for the teaching profession: what would it look like and how can we get one? Educ Res 31(5):3–15. doi:10.3102/0013189X031005003

    Google Scholar 

  • Hill HC, Schilling S, Ball DL (2004) Developing measures of teachers’ mathematics knowledge for teaching. Elem Sch J 105(1):11–30. doi:10.1086/428763

    Article  Google Scholar 

  • Hill HC, Rowan B, Ball DL (2005) Effects of teachers’ mathematical knowledge for teaching on student achievement. Am Educ Res J 42(2):371–406. doi:10.3102/00028312042002371

    Article  Google Scholar 

  • Hillert A, Schmitz E (2004) Psychosomatische Erkrankungen bei Lehrerinnen und Lehrern: Ursachen, Folgen, Lösungen [Psychosomatic illness in teachers: causes, consequences, solutions]. Schattauer, Stuttgart

    Google Scholar 

  • Hobfoll SE (1989) Conservation of resources: a new attempt at conceptualizing stress. Am Psychol 44(3):513–524. doi:10.1037/0003-066X.44.3.513

    Article  Google Scholar 

  • Hoy AW, Spero RB (2005) Changes in teacher efficacy during the early years of teaching: a comparison of four measures. Teach Teach Educ 21:343–356. doi:10.1016/j.tate.2005.01.007

    Article  Google Scholar 

  • Hoyle E (2001) Teaching as a profession. In: Baltes PB, Smelser NJ (eds) International ­encyclopedia of the social and behavioral sciences, vol 26. Elsevier, Amsterdam, pp 15472–15476

    Chapter  Google Scholar 

  • Kane MT (1992) The assessment of professional competence. Eval Health Prof 15(2):163–182. doi:10.1177/016327879201500203

    Article  Google Scholar 

  • Kennedy MM, Ahn S, Choi J (2008) The value added by teacher education. In: Cochran-Smith M, Feiman-Nemser S, McIntyre DJ, Demers KE (eds) Handbook of research on teacher education, 3rd edn. Routledge, New York, pp 1249–1273

    Google Scholar 

  • Klassen R, Tze V, Betts S, Gordon K (2011) Teacher efficacy research 1998–2009: signs of progress or unfulfilled promise? Educ Psychol Rev 23:21–43. doi:10.1007/s10648-010-9141-8

    Article  Google Scholar 

  • Klieme E, Hartig J, Rauch D (2008) The concept of competence in educational contexts. In: Hartig J, Klieme E, Leutner D (eds) Assessment of competencies in educational contexts. Hogrefe & Huber, Göttingen, pp 3–22

    Google Scholar 

  • Krapp A (2000) Interest and human development during adolescence: an educational-­psychological approach. In: Heckhausen J (ed) Motivational psychology of human development. Elsevier, London, pp 109–128

    Chapter  Google Scholar 

  • Krauss S (2010) Das Experten-Paradigma in der Forschung zum Lehrerberuf [The expert paradigm in research on the teaching profession]. In: Terhart E, Bennewitz H, Rothland M (eds) Handbuch der Forschung zum Lehrerberuf. Waxmann, Münster, pp 154–174

    Google Scholar 

  • Krauss S, Brunner M, Kunter M, Baumert J, Blum W, Neubrand M, Jordan A (2008) Pedagogical content knowledge and content knowledge of secondary mathematics teachers. J Educ Psychol 100(3):716–725. doi:10.1037/0022-0663.100.3.716

    Article  Google Scholar 

  • Kunter M, Tsai Y-M, Klusmann U, Brunner M, Krauss S, Baumert J (2008) Students’ and mathematics teachers’ perception of teacher enthusiasm and instruction. Learn Instr 18:468–482

    Article  Google Scholar 

  • Kyriacou C (2001) Teacher stress: directions for future research. Educ Rev 53(1):27–35. doi:10.1080/00131910120033628

    Article  Google Scholar 

  • Leinhardt G, Greeno JG (1986) The cognitive skill of teaching. J Educ Psychol 78(2):75–95

    Article  Google Scholar 

  • Lieberman A, Miller L (1992) Teachers: their world and their work. Teachers College Press, New York

    Google Scholar 

  • Long JF, Hoy AW (2006) Interested instructors: a composite portrait of individual differences and effectiveness. Teach Teach Educ 22(3):303–314

    Article  Google Scholar 

  • Malmberg L-E (2006) Goal-orientation and teacher motivation among teacher applicants and student teachers. Teach Teach Educ 22(1):58–76

    Article  Google Scholar 

  • Maslach C, Leiter MP (1999) Teacher burnout: a research agenda. In: Vandenberghe R, Huberman MA (eds) Understanding and preventing teacher burnout: a sourcebook of international research and practice. Cambridge University Press, Cambridge, UK, pp 295–303

    Chapter  Google Scholar 

  • Maslach C, Schaufeli WB, Leiter MP (2001) Job burnout. Annu Rev Psychol 52:387–422. doi:10.1146/annurev.psych.52.1.397

    Article  Google Scholar 

  • Mayer RE (2003) What causes individual differences in cognitive performance? In: Sternberg RJ, Grigorenko EL (eds) The psychology of abilities, competencies, and expertise. Cambridge University Press, New York, pp 263–273

    Chapter  Google Scholar 

  • McCaffrey D, Lockwood JR, Koretz D, Louis TA, Hamilton L (2004) Models for value-added modeling of teacher effects. J Educ Behav Stat 29(1):67–101. doi:10.3102/10769986029001067

    Article  Google Scholar 

  • Munby H, Russell T, Martin AK (2001) Teachers’ knowledge and how it develops. In: Richardson V (ed) Handbook of research on teaching. American Educational Research Association, Washington, DC, pp 877–904

    Google Scholar 

  • NBPTS – National Board for Professional Teaching Standards (2002) What teachers should know and be able to do. NBPTS, Arlington. Retrieved from http://www.nbpts.org/UserFiles/File/what_teachers.pdf

  • Neuweg GH (2001). Könnerschaft und implizites Wissen: Zur lehr-lerntheoretischen Bedeutung der Erkenntnis- und Wissenstheorie Michael Polanyis [Expertise and implicit knowledge. On the relevance of Michael Polanyi’s theory of tacit and implicit knowledge for learning and instruction]. Waxmann, Münster

    Google Scholar 

  • Neuweg GH (2005) Emergenzbedingungen pädagogischer Könnerschaft [Conditions for the ­emergence of pedagogical expertise]. In: Heid H, Harteis C (eds) Verwertbarkeit: Ein Qualitätskriterium (erziehungs-)wissenschaftlichen Wissens? VS Verlag für Sozialwissenschaften, Wiesbaden, pp 205–228

    Chapter  Google Scholar 

  • Op’t Eynde P, De Corte E, Verschaffel L (2002) Framing students’ mathematics-related beliefs: a quest for conceptual clarity and a comprehensive categorization. In: Leder G, Pehkonen E, Törner G (eds) Beliefs: a hidden variable in mathematics education? Kluwer, New York, pp 13–37

    Google Scholar 

  • Pajares MF (1992) Teachers’ beliefs and educational research: cleaning up a messy construct. Rev Educ Res 62:307–332

    Google Scholar 

  • Palmer DJ, Stough LM, Burdenski TK, Gonzales M (2005) Identifying teacher expertise: an examination of researchers’ decision making. Educ Psychol 40(1):13–25. doi:10.1207/s15326985ep4001_2

    Article  Google Scholar 

  • Patrick BC, Hisley J, Kempler T (2000) “What’s everybody so excited about?” The effects of teacher enthusiasm on student intrinsic motivation and vitality. J Exp Educ 68:217–236. doi:10.1080/00220970009600093

    Article  Google Scholar 

  • Pelletier LG, Séguin-Lévesque C, Legault L (2002) Pressure from above and pressure from below as determinants of teachers’ motivation and teaching behaviors. J Educ Psychol 94(1):186–196. doi:10.1037//0022-0663.94.1.186

    Article  Google Scholar 

  • Podell D, Soodak L (1993) Teacher efficacy and bias in special education referrals. J Educ Res 86:247–253

    Article  Google Scholar 

  • Rambow R, Bromme R (2000) Was Schöns “reflective practitioner” durch die Kommunikation mit Laien lernen könnte [What Schön’s “reflective practitioner” could learn from communication with lay people]. In: Neuweg GH (ed) Wissen – Können – Reflexion: Ausgewählte Verhältnisbestimmungen. StudienVerlag, Innsbruck, pp 245–263

    Google Scholar 

  • Reynolds A, Tannenbaum RJ, Rosenfeld M (1992) Beginning teacher knowledge of general principles of teaching and learning: a national survey. Educational Testing Service (ERIC Document), Princeton

    Google Scholar 

  • Rosenfeld M, Tannenbaum RJ (1991) Identification of a core of important enabling skills for the NTE successor stage I examination. Educational Testing Service (ERIC Document), Princeton

    Google Scholar 

  • Roth G, Assor A, Kanat-Maymon Y, Kaplan H (2007) Autonomous motivation for teaching: how self-determined teaching may lead to self-determined learning. J Educ Psychol 99(4):761–774. doi:10.1037/0022-0663.99.4.761

    Article  Google Scholar 

  • Rudow B (1999) Stress and burnout in the teaching profession: European studies, issues, and research perspectives. In: Vandenberghe R, Huberman MA (eds) Understanding and preventing teacher burnout: a sourcebook of international research and practice. Cambridge University Press, Cambridge, UK, pp 38–58

    Chapter  Google Scholar 

  • Schaarschmidt U (2002) Die Belastungssituation von Lehrerinnen und Lehrern: Ergebnisse und Schlussfolgerungen aus der Potsdamer Lehrerstudie [Teacher strain: results and conclusions from the Potsdam teacher study]. Pädagogik 54(7):8–13

    Google Scholar 

  • Schaarschmidt U, Fischer A (1997) AVEM: Ein diagnostisches Instrument zur Differenzierung von Typen gesundheitsrelevanten Verhaltens und Erlebens gegenüber der Arbeit [AVEM: a diagnostic instrument to differentiate between types of health-related behavior and work experiences]. Zeitschrift für Differentielle Diagnostische Psychologie 18(3):151–163

    Google Scholar 

  • Schaarschmidt U, Kieschke U, Fischer AW (1999) Beanspruchungsmuster im Lehrerberuf [Patterns of teachers’ occupational stress]. Psychologie Erziehung Unterricht 4:244–268

    Google Scholar 

  • Schiefele U (1998) Individual interest and learning: what we know and what we don’t know. In: Hoffmann L, Krapp A, Renninger KA, Baumert J (eds) Interest and learning. Institute for Science and Mathematics Education, Kiel, pp 91–104

    Google Scholar 

  • Schmidt HG, Boshuizen HPA (1992) Encapsulation of biomedical knowledge. In: Evans DA, Patel VL (eds) Advanced models of cognition or medical training and practice. Springer, New York, pp 265–282

    Google Scholar 

  • Schmidt WH, Tatto MT, Bankov K, Blömeke S, Cedillo T, Cogan L, … Schwille J (2007) The preparation gap: teacher education for middle school mathematics in six countries – mathematics teaching 88 in the 21st century (MT21). MSU Center for Research in Mathematics and Science Education, East Lansing

    Google Scholar 

  • Schmitz GS (2001) Kann Selbstwirksamkeitserwartung vor Burnout schützen? Eine Längsschnittstudie in zehn Bundesländern [Can self-efficacy protect against burnout? A longitudinal study in ten German states]. Psychologie Erziehung Unterricht 48:49–67

    Google Scholar 

  • Schmitz GS, Schwarzer R (2000) Selbstwirksamkeitserwartung von Lehrern: Längsschnittbefunde mit einem neuen Instrument [Perceived self-efficacy of teachers: longitudinal findings with a new instrument]. Pädagogische Psychologie 14(14):12–25. doi:10.1024//1010-0652.14.1.12

    Article  Google Scholar 

  • Shuell T (1996) Teaching and learning in the classroom context. In: Berliner CD, Calfee RC (eds) Handbook of educational psychology. Macmillan, New York, pp 726–764

    Google Scholar 

  • Shulman LS (1986) Those who understand: knowledge growth in teaching. Educ Res 15(2):4–14

    Google Scholar 

  • Shulman LS (1987) Knowledge and teaching: foundations of the new reform. Harv Educ Rev 57(1):1–22

    Google Scholar 

  • Shulman LS (1998) Theory, practice, and the education of professionals. Elem Sch J 98(5):511–526. doi:10.1086/461912

    Article  Google Scholar 

  • Simonton DK (2003) Expertise, competence, and creative ability: the perplexing complexities. In: Sternberg RJ, Grigorenko EL (eds) The psychology of abilities, competencies, and expertise. Cambridge University Press, New York, pp 213–239

    Chapter  Google Scholar 

  • Sternberg RJ, Horvath JA (1995) A prototype view of expert teaching. Educ Res 24(6):9–17. doi:10.2307/1176079

    Google Scholar 

  • Tenorth H-E (2006) Professionalität im Lehrerberuf: Ratlosigkeit der Theorie, gelingende Praxis [Professionalism in the teaching profession: theoretical confusion but successful practice]. Zeitschrift für Erziehungswissenschaft 9(4):580–597

    Article  Google Scholar 

  • Terhart E (2001) Lehrerberuf und Lehrerbildung: Forschungsbefunde, Problemanalysen, Reformkonzepte [The teaching profession and teacher education: research findings, analyses of problems, and concepts for reform]. Beltz, Weinheim

    Google Scholar 

  • Terhart E (2002) Standards für die Lehrerbildung: Eine Expertise für die Kultusministerkonferenz [Standards for teacher education: an expert report for the KMK]. Universität Münster, Zentrale Koordination Lehrerausbildung, Münster

    Google Scholar 

  • Tschannen-Moran M, Woolfolk Hoy AW (2001) Teacher efficacy: capturing an elusive construct. Teach Teach Educ 17:783–805. doi:10.1016/S0742-051X(01)00036-1

    Article  Google Scholar 

  • Tschannen-Moran M, Woolfolk Hoy A, Hoy WK (1998) Teacher efficacy: its meaning and measure. Rev Educ Res 68(2):202–248. doi:10.3102/00346543068002202

    Google Scholar 

  • Vandenberghe R, Huberman AM (1999) Understanding and preventing teacher burnout: a sourcebook of international research and practice. Cambridge University Press, Cambridge, UK

    Book  Google Scholar 

  • Voss T, Kunter M, Baumert J (2011) Assessing teacher candidates’ general pedagogical/psychological knowledge: test construction and validation. J Educ Psychol 103(4):952–969. doi:10.1037/a0025125

    Article  Google Scholar 

  • Watt HMG, Richardson PW (2007) Motivational factors influencing teaching as a career choice: development and validation of the “FIT-Choice” scale. J Exp Educ 75(3):167–202

    Article  Google Scholar 

  • Weinert FE (2001a) Concept of competence: a conceptual clarification. In: Rychen DS, Saganik LH (eds) Defining and selecting key competencies. Hogrefe & Huber, Seattle, pp 45–65

    Google Scholar 

  • Weinert FE (2001b) Leistungsmessungen in Schulen [Measuring achievement in schools]. Beltz, Weinheim

    Google Scholar 

  • Wigfield A, Eccles JS (2000) Expectancy–value theory of achievement motivation. Contemp Educ Psychol 25:68–81. doi:10.1006/ceps.1999.1015

    Article  Google Scholar 

  • Woolfolk Hoy A, Davis H, Pape S (2006) Teachers’ knowledge, beliefs, and thinking. In: Alexander PA, Winne PH (eds) Handbook of educational psychology. Erlbaum, Mahwah, pp 715–737

    Google Scholar 

  • Zeichner KM (2005) A research agenda for teacher education. In: Cochran-Smith M, Zeichner KM (eds) Studying teacher education: the AERA Panel on Research and Teacher Education. Erlbaum, Mahwah, pp 737–760

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Center for Educational Research, Max Planck Institute for Human Development, Lentzeallee 94, 14195, Berlin, Germany

    Jürgen Baumert

  2. Institute of Psychology, Goethe University Frankfurt, PEG, Grüneburgplatz 1, 60323, Frankfurt, Germany

    Mareike Kunter

Authors
  1. Jürgen Baumert
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Mareike Kunter
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Jürgen Baumert .

Editor information

Editors and Affiliations

  1. , Institute of Psychology, University of Frankfurt am Main, Postfach 125, Frankfurt am Main, 60054, Germany

    Mareike Kunter

  2. , Center for Educational Research, Max Planck Institute for Human Developme, Lentzeallee 94, Berlin, 14195, Germany

    Jürgen Baumert

  3. Mathematik/Informatik, Universität Kassel, Kassel, 34109, Germany

    Werner Blum

  4. Christian Albrecht University, Kiel, Lentzeallee 94, Berlin, 14195, Germany

    Ute Klusmann

  5. , Faculty of Mathematics Education of Math, University of Regensburg, Universitätsstr. 31, Regensburg, 93053, Germany

    Stefan Krauss

  6. , Institute of Mathematics, Carl von Ossietzky University of Oldenbu, Oldenburg, 26111, Germany

    Michael Neubrand

Rights and permissions

Reprints and permissions

Copyright information

© 2013 Springer Science+Busine0ss Media New York

About this chapter

Cite this chapter

Baumert, J., Kunter, M. (2013). The COACTIV Model of Teachers’ Professional Competence. In: Kunter, M., Baumert, J., Blum, W., Klusmann, U., Krauss, S., Neubrand, M. (eds) Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers. Mathematics Teacher Education, vol 8. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-5149-5_2

Download citation

Publish with us

Policies and ethics

Search

Navigation