Examining the Interplay of Student Teachers' Mathematical Content Knowledge, Skills, and Motivation With Paper-Pencil and Video-Based Methods

• In Event: 60.032 - Teacher Education Outcomes: A Multimethod Multitrait Perspective on Teacher Competence

Abstract

Objectives
First studies had confirmed the relevance of cognitive dimensions for pre-school teachers’ professional competence (Dunekacke et al., in press). This study extends this research by including motivation on the one hand and situation-specific skills on the other hand. The objective is to shed light on the nature of pre-school teachers’ competence and in particular on the transformation of competence into performance.

Theoretical Framework and Hypotheses
Fröhlich-Gildhoff, Nentwig-Gesemann and Pietsch (2011, 17f) describe the professional competence of pre-school teachers as an interrelated construct that includes mathematical content knowledge (MCK), mathematical pedagogical content knowledge (MPCK), motivation (MOT) and perception (PERC). Together, these dimensions are hypothesized to influence the teachers’ abilities how to plan instructional activities that foster children’s learning (PLAN). In contrast, Blömeke, Gustafsson and Shavelson (in press) developed a hierarchical model that views competence as a multi-dimensional construct with interrelated cognitive and motivational dimensions. Its transformation into performance is then viewed as a hierarchy. PERC is hypothesized to be a situation-specific skill that mediates the effects of MCK, MPCK and MOT on PLAN. Thus, knowledge and motivation are viewed as necessary but not sufficient traits when it comes to transform competence into performance.

Method
The sample consists of 354 prospective pre-school teachers. They were tested on their MCK (24 items, Cronbach’s α = 0.89) and MPCK (12 items, α = 0.85). Validity was confirmed in several studies and will be demonstrated. PERC and PLAN were tested in video-based assessments that display real pre-school situations (3 videos, 12 items each, α = 0.53 or 0.71, respectively). MOT was surveyed with a questionnaire. First, confirmatory factor analysis (CFA) were carried out to examine the nature of our constructs. Then, structural equation models (SEM) were applied to examine our research questions. All data analyses were carried out with MPlus 5.2. The clustered data structure was taken into account.

Results
The data clearly supported the hierarchical model. Whereas in the interrelated model several regression coefficients were not significant, the data supported that the competence–performance transformation process can be viewed as a continuum in which PERC mediates the effects of cognition and motivation on situation-specific skills such as PERC with medium to large effect sizes.

Scientific significance
Children’s mathematical literacy depends on the professional competence of pre-school teachers (Duncan et. al., 2007). Our study reveals that – besides MCK and MPCK – motivation plays an important role in this context. Furthermore, we were for the first time able to shed light on how competence is transformed into performance: In this process, perception plays an important role. A future research question is how this ability can be trained.

Authors

• Simone Dunekacke, Humboldt-Universität zu Berlin

• Lars Jenssen, Centre for Educational Measurement at the University of Oslo (CEMO)

• Sigrid Blömeke, University of Oslo