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Relationships between Domain-Specific Knowledge, Generic Attributes, and Instructional Skills

Results from a Comparative Study with Pre- and In-Service Teachers of Mathematics and Economics

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Student Learning in German Higher Education

Abstract

We introduce a theoretical framework on teachers’ instructional skills to describe how they can be modeled across different domains. This framework conceptualizes teachers’ instructional skills as action-related skills (during instruction) and reflective skills (before and after instruction), which are considered crucial for coping with the practical demands of everyday teaching in a specific subject. The theoretical framework assumes that both skill facets are influenced by the teacher’s professional knowledge, generic attributes such as general cognitive abilities or ambiguity tolerance as well as affective and motivational factors. To investigate the relationships between teachers’ instructional skills, domain-specific knowledge and generic attributes across different domains, the analytical model focuses on two subjects, mathematics and economics. Based on our study with pre- and in-service teachers of mathematics and economics (N = 564), which for the first time considers two subjects, we present results on these relationships. The findings are discussed with regard to their transferability to other domains.

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Authors and Affiliations

  1. Johannes Gutenberg-Universität Mainz, Mainz, Germany

    C. Kuhn & H. Saas

  2. Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik, Kiel, Germany

    A. Lindmeier, C. Jeschke & A. Heinze

  3. Johannes Gutenberg University Mainz, Mainz, Germany

    Olga Zlatkin-Troitschanskaia

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  1. Johannes Gutenberg University Mainz, Mainz, Germany

    Olga Zlatkin-Troitschanskaia

  2. Humboldt University of Berlin, Berlin, Germany

    Hans Anand Pant

  3. Johannes Gutenberg University Mainz, Mainz, Germany

    Miriam Toepper

  4. Humboldt University of Berlin, Berlin, Germany

    Corinna Lautenbach

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Kuhn, C., Zlatkin-Troitschanskaia, O., Lindmeier, A., Jeschke, C., Saas, H., Heinze, A. (2020). Relationships between Domain-Specific Knowledge, Generic Attributes, and Instructional Skills. In: Zlatkin-Troitschanskaia, O., Pant, H.A., Toepper, M., Lautenbach, C. (eds) Student Learning in German Higher Education. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-27886-1_5

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