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Teacher Qualifications and Professional Knowledge

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Assessing Contexts of Learning

Part of the book series: Methodology of Educational Measurement and Assessment ((MEMA))

Abstract

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.

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Notes

  1. 1.

    This chapter expands on a proposal for PISA 2015 international questionnaire options presented to the PISA Governing board (PGB) in April 2012 (Doc.: EDU/PISA/GB(2012)7) and on a technical paper that was presented to the PISA 2015 Questionnaire Expert Group (QEG) in May 2012 (Doc. QEG 2012−05 Doc 07).

  2. 2.

    For more information, TALIS questionnaires and data, see http://www.oecd.org/edu/school/talis-2013-results.htm.

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Authors and Affiliations

  1. University of Kassel, Kassel, Germany

    Franz Klingebiel

  2. Department for Educational Quality and Evaluation, German Institute for International Educational Research (DIPF), Frankfurt, Germany

    Eckhard Klieme

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  1. Franz Klingebiel
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Correspondence to Franz Klingebiel .

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Editors and Affiliations

  1. Department for Educational Quality and Evaluation, German Institute for International Educational Research (DIPF) , Schloßstraße 29 60486, Frankfurt, Hessen, Germany

    Susanne Kuger

  2. Department for Educational Quality and Evaluation Schloßstraße 29 60486, German Institute for International Educational Research (DIPF), Schloßstraße 29 60486, Frankfurt, Hessen, Germany

    Eckhard Klieme

  3. Department for Educational Quality and Evaluation, German Institute for International Educational Research (DIPF), Schloßstraße 29 60486, Frankfurt, Hessen, Germany

    Nina Jude

  4. Department of Educational Psychology, University of Wisconsin-Madison , 1025 West Johnson Street Madison, Wisconsin, USA

    David Kaplan

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Klingebiel, F., Klieme, E. (2016). Teacher Qualifications and Professional Knowledge. In: Kuger, S., Klieme, E., Jude, N., Kaplan, D. (eds) Assessing Contexts of Learning. Methodology of Educational Measurement and Assessment. Springer, Cham. https://doi.org/10.1007/978-3-319-45357-6_18

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  • DOI: https://doi.org/10.1007/978-3-319-45357-6_18

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