Abstract
Teaching and learning from texts with integrated pictures are challenging tasks for teachers and students. Nevertheless, this kind of material is universal in secondary school as well as in elementary school and holds huge potential for student learning, if instruction and presentation are appropriate. The project “BiTe” investigates teachers’ and students’ competencies in secondary and elementary school. This chapter focuses on components of teachers’ competence in the specific field of Picture-Text-Integration (PTI), embracing teachers’ knowledge as well as their attitudes, motivation, and self-related cognitions. Also, teachers’ judgment accuracy is investigated, as especially relevant for judging students’ competencies and the level of difficulty of teaching materials. Regarding the outcomes of teachers’ competencies, instructional quality and students’ engagement are described.
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Acknowledgments
The preparation of this chapter was supported by grants to Jürgen Baumert (BA 1461/7-1, BA 1461/8-1), Wolfgang Schnotz (SCHN 665/3-1, SCHN 665/5-1) and Nele McElvany (MC 67/7-2), from the German Research Foundation (DFG) in the Priority Program “Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes” (SPP 1293).
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Ohle, A. et al. (2017). Development and Evaluation of a Competence Model for Teaching Integrative Processing of Texts and Pictures (BiTe). In: Leutner, D., Fleischer, J., Grünkorn, J., Klieme, E. (eds) Competence Assessment in Education. Methodology of Educational Measurement and Assessment. Springer, Cham. https://doi.org/10.1007/978-3-319-50030-0_11
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DOI: https://doi.org/10.1007/978-3-319-50030-0_11
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