Contact
Prof. Dr. Thamar Voss
Teaching, Learning, and Motivation
thamar.voss|at|ezw.uni-freiburg.de
Contact
COACTIV-Research Program
Cognitive activation in the mathematics classroom and professional competence of teachers
In the COACTIV research program (led by Prof. Dr. Jürgen Baumert and Prof. Dr. Mareike Kunter), the professional competence of mathematics teachers was investigated. The research program comprised two main studies (Main Study 1: COACTIV, Main Study 2: COACTIV-Referendariat) with various additional studies which were conducted at the Max-Planck-Institute for Human Development in Berlin. In the DFG project COACTIV-ExpeRt, we examine the former teachers candidates of the Main Study 2, COACTIV-Referendariat, again after approximately 10 years.
COACTIV–expeRt
The development and impact of teachers’ professional compe-tence – a longitudinal study over 10 years
How do teachers develop into experts in teaching? How well does teacher education prepare them for the profession? We are investigating these central questions of teacher (education) research in the COACTIV-expeRt project, which is funded by the German Research Foundation (DFG). Our goal is to investigate the long-term development of teachers’ professional compe-tence and to identify resources for positive development as well as risk factors for unfavorable development. In addition, we will analyze how effectively the professional competence acquired during the university training and induction phase predicts later success in the teaching profes-sion. The database is that of the COACTIV-R study, which surveyed more than 800 pre-service teachers during their induction phase from 2007 to 2009 on aspects of professional compe-tence, on characteristics of their personality, and on learning opportunities in their pre-service teacher education. In several studies, we will re-examine aspects of professional competence and various indicators of occupational success among these participants, who now have an av-erage of 10 years of professional experience. The project is a collaboration of researchers from Freiburg (University of Freiburg), Kiel (IPN | Leibniz Institute for Science and Mathematics Edu-cation at Kiel University), Frankfurt (DIPF | Leibniz Institute for Research and Information in Ed-ucation), and Potsdam (University of Potsdam).
Contact: Prof. Dr. Thamar Voss, Nikolaus Bönke
Funding: German Research Foundation (VO 2192/5-1)
Cooperation:
Prof. Dr. Uta Klusmann (Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik und Universität Kiel)
Prof. Dr. Mareike Kunter (DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation)
Prof. Dr. Dirk Richter (Universität Potsdam)
Data sets of the main studies 1 and 2 of the COACTIV research program
Main Study 1: COACTIV
The first main COACTIV study was a German national extension to the 2003/2004 cycle of the OECD’s Programme for International Student Assessment (PISA). In a sample of over 300 mathematics teachers, the aspects of teachers’ professional competence were measured and their importance for teaching quality and students’ learning was investigated.
More information on the study COACTIV can be found in this book:
Kunter, M., Baumert, J., Blum, W., Klusmann, U., Krauss, S., & Neubrand, M. (2013). Cognitive activation in the mathematics classroom and professional competence of teachers. Results from the COACTIV project. New York: Springer.
Main Study 2: COACTIV-R
COACTIV-R was a multicohort longitudinal study on the development of teacher candidates’ professional competence during the practical induction phase (the German “Referendariat”) of teacher education. We examined the development of more than 800 teacher candidates from the start of their induction training up to career entry and answered questions about which indi-vidual or institutional factors promote this development.
This brochure summarizes the most important results of the COACTIV-R study (the brochure was created for the former study participants and is written in German).
With the data sets of both main studies, we investigate in Freiburg the importance of profes-sional competence for the professional success of teachers as well as the development of pro-fessional competence during the induction phase and the career entry phase. The focus of our research is on teachers’ pedagogical-psychological knowledge, professional beliefs, and emo-tional exhaustion.
Veröffentlichungen
Bönke, N., Klusmann, U., Kunter, M., Richter, D., & Voss, T. (2024). Long-term changes in teacher beliefs and motivation: Progress, stagnation or regress? Teaching and Teacher Education, 141, 104489. https://doi.org/10.1016/j.tate.2024.104489
Voss, T.*, Klusmann, U.*, Bönke, N., Richter, D., & Kunter, M. (2023). Teachers’ emotional exhaustion and teaching enthusiasm before versus during the COVID-19 pandemic: Results from a long-term longitudinal study. Zeitschrift für Psychologie. https://doi.org/10.1027/2151-2604/a000520 *first authors
Voss, T., Zachrich, L., Fauth, B., & Wittwer, J.(2022). The same yet different? Teaching quality differs across a teacher’s classes, but teachers with higher knowledge make teaching quality more similar. Learning and Instruction, 80, 101614. https://doi.org/10.1016/j.learninstruc.2022.101614
Voss, T., & Kunter, M. (2020). “Reality shock” of beginning teachers? Changes in beginning teachers’ emotional exhaustion and constructivist-oriented beliefs. Journal of Teacher Education, 71(3) 292–306. https://doi.org/10.1177/0022487119839700
Voss, T., Wagner, W., Klusmann, U., Trautwein, U., & Kunter, M. (2017). Changes in beginning teachers’ classroom management knowledge and emotional exhaustion during the induction phase. Contemporary Educational Psychology, 51, 170–184. http://doi.org/10.1016/j.cedpsych.2017.08.002
Gindele, V., & Voss, T. (2017). Pädagogisch-psychologisches Wissen: Zusammenhänge mit Indikatoren des beruflichen Erfolgs angehender Lehrkräfte. Zeitschrift für Bildungsforschung, 7(3), 255–272. https://doi.org/10.1007/s35834-017-0192-5
Voss, T., Kunter, M., Seiz, J., Hoehne, V., & Baumert, J. (2014). Die Bedeutung des pädagogisch-psychologischen Wissens von angehenden Lehrkräften für die Unterrichtsqualität. Zeitschrift für Pädagogik, 60(2), 184–201.
Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805–820. https://doi.org/10.1037/a0032583
Klusmann, U., Kunter, M., Voss, T., & Baumert, J. (2012). Berufliche Beanspruchung von angehenden Lehrkräften: Die Effekte von Persönlichkeit, praktischer Vorerfahrung und professioneller Kompetenz. Zeitschrift für Pädagogische Psychologie, 26(4), 275–290. https://doi.org/10.1024/1010-0652/a000078
Voss, T., Kunter, M., & Baumert, J. (2011). Assessing teacher candidates’ general pedagogical and psychological knowledge: Test construction and validation. Journal of Educational Psychology, 103(4), 952–969. https://doi.org/10.1037/a0025125
Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y.-M. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–180. https://doi.org/10.3102/0002831209345157
TeaCop
Lehrkräfte und die Corona-Pandemie – Identifizierung individueller und schulischer Faktoren, die eine erfolgreiche berufliche Anpassung vorhersagen
Teachers and the Covid 19 pandemic – Identifying individual and school factors that predict successful professional adaptation
Building on data from the ongoing COACTIV-expeRt study, TeaCop examines which individual and school factors contribute to successful professional adjustment during the pandemic. In doing so, instructional quality and teachers’ professional well-being will be examined.
Here you can find a detailed description of the project.
Contakt: Prof. Dr. Thamar Voss, Nikolaus Bönke
Funding: German Research Foundation
Cooperation:
Prof. Dr. Mareike Kunter (DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation)
Prof. Dr. Uta Klusmann (Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik und Universität Kiel)