Adaptive teaching competency: Eff ects on quality of instruction and learning outcomes

In view of student heterogeneity, teachers need to adjust their teaching to the diverse learning needs of the students and thus require adaptive teaching competency. While adaptive teaching competency is often seen as a prerequisite of quality of instruction, the ways in which adaptive teaching comp...

Full description

Saved in:
Bibliographic Details
Published inJournal for educational research online Vol. 12; no. 1; pp. 119 - 142
Main Authors Brühwiler, Christian, Vogt, Franziska
Format Journal Article
LanguageEnglish
Published Münster Waxmann Verlag GmbH 01.01.2020
Subjects
Classroom management
Individualized Instruction
Knowledge
Learning
Learning Processes
Learning Strategies
Quality
School effectiveness
Science education
Student Participation
Students
Teacher Competencies
Teachers
Teaching
Teaching Methods
Online AccessGet full text

Cover

More Information
Summary:In view of student heterogeneity, teachers need to adjust their teaching to the diverse learning needs of the students and thus require adaptive teaching competency. While adaptive teaching competency is often seen as a prerequisite of quality of instruction, the ways in which adaptive teaching competency is conceptualized and measured are diverse. This paper proposes a model of adaptive teaching competency and describes a multi-method approach, including text vignettes, a standardized video test and student questionnaires. The study explores whether students who are taught by a teacher achieving higher scores in measurements of adaptive teaching competency rate classroom processes more positively, as well as whether the measured adaptive teaching competency has a positive effect on student learning outcome and furthermore how such an effect can be explained. The sample consists of 49 primary and secondary teachers and their classes, including 898 students. Student achievement was measured with pre- and post-tests on a set science topic which teachers were asked to teach in eight lessons according to specified curricular goals. The results indicate a statistically significant positive effect of adaptive teaching competency on students' achievement. The results of a Multilevel Structural Equation Model (MSEM) analysis lead to the conclusion that adaptive teaching competency is not affecting learning outcomes directly but mediated through a high quality of classroom processes.
ISSN:1866-6671