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Übersicht zur Erhebung: Chapter 18 - Teacher Qualifications and Professional Knowledge

Erhebung: Chapter 18 - Teacher Qualifications and Professional Knowledge
Übergeordnete Studie: PISA 2015 - Programme for International Student Assessment
Abstract: This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "Teacher Qualifications and Professional Knowledge": The present chapter aims to assemble information related to teacher qualifications and professional knowledge, as well as theoretical rationales for the realization of questionnaire material on this topic. Policy relevance is demonstrated by gleaning information on international conferences and implementations in large-scale assessments. The centrepiece of this chapter is the development of a framework that allows classifying relevant issues in a systematic way: The two main categories, Teacher Qualifications and Teacher Competence, together contain five components. Teacher Qualifications can be split into (1) the initial education of teachers, which describes the educational pathways of future teachers in their studies at university (e.g., level of education) and (2) professional development, which in turn addresses continuous, formal and informal formats for gaining further qualification on the job. The Teacher Competence category is structured into (3) professional knowledge, (4) beliefs and (5) noncognitive/motivational factors. The chapter concludes with a list of constructs that were implemented in the PISA 2015 field trial and their relation to this overarching framework.
Studienleitung: Klieme, Eckhard / Kuger, Susanne / Jude, Nina
Koordination: German Institute for International Educational Research
Persistent identifier:
Website: http://www.oecd.org/pisa/
Beteiligte Institutionen:
Förderung: OECD
Erhebungsmethode: Fragebogen - papierbasiert
Erhebungszeitraum: 2014
Stichprobe: Student, Principal, Teacher General and Science
Erhebungsraum: Albania, Algeria, Argentina, Australia, Austria, Belgium, Brazil, Bulgaria, Canada, Chile, People's Republic of China, Chinese Taipei, Colombia, Costa Rica, Croatia, Czech Republic, Denmark, Dominican Republic, Estonia, Finland, Former Yugoslav Republic of Macedonia, France, Georgia, Germany, Greece, Hong Kong- China, Hungary, Iceland, Indonesia, Ireland, Israel, Italy, Japan, Jordan, Kazakhstan, Korea, Kosovo, Latvia, Lebanon, Lithuania, Luxembourg, Macao-China, Malaysia, Malta, Mexico, Moldova, Montenegro, Netherlands, New Zealand, Norway, Peru, Poland, Portugal, Qatar, Romania, Russian Federation, Singapore, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, Thailand, Trinidad and Tobago, Tunisia, Turkey, United Arab Emirates, United Kingdom, United States of America, Uruguay, Vietnam
Erhebungsschwerpunkte der Studie auf einen Blick: tagcloud
Skalen nach Konstrukt: Individual and institutional background Processes at the school level Processes of teaching and learning
Skalenhandbuch:
  • Kuger, Susanne / Jude, Nina / Klieme, Eckhard: Documentation of Scales (online): PISA 2015 Field Trial – Core 6, Context , In: Datenbank zur Qualität von Schule (DaQS) , Frankfurt am Main: Deutsches Institut für Internationale Pädagogische Forschung (DIPF) 2016 DOI:10.7477/150:0:1
Studienbezogene Publikationen:
  • Kuger, Susanne / Klieme, Eckhard / Jude, Nina / Kaplan, David: Assessing Contexts of Learning. An International Perspective , Dordrecht: Springer 2016 , ISBN: 978-3-319-45356-9
Zusätzliche Materialien: Leider liegen uns die Fragebögen zu dieser Studie nicht vor.
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