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What Have We Learned About Modelling and Assessing Mathematics Teachers’ Competence?–Insights from a Literature Review

Artigo2025

Olga Zlatkin‐Troitschanskaia ORCID; Richard J. Shavelson; Tim N. Bartnik

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Resumo

Abstract Sigrid Blömeke and colleagues developed a model in 2015 that describes teacher competence as a continuum moving from dispositions such as knowledge and beliefs, to situation-specific skills such as classroom decision-making to (observable) performance. In this paper, we investigate its application and continued development in research by focusing on pre- and in-service mathematics teachers. To this end, we conducted a comprehensive, systematic review of studies that further developed this model conceptually and/or empirically and expanded it to other areas. The developments concern the specification of the central components of this model such as dispositions, skills, and performance, the relationship between these components, and the inclusion of further factors such as student mediation. Through a systematic synthesis of these further developments, we create an expanded model of teachers’ competence. Our systematic review reveals some strong methodological deficits in empirical studies testing the Blömeke et al. model, which need to be addressed in further research.

Dados da obra

Tipo
Artigo
Periódico
ZDM, v. 57, n. 6, p. 1093-1108
Editora
Springer Science+Business Media
Ano
2025 (2025-05-06)
Idioma
en
Palavras-chave
mathematics teacher competence; teacher competence model; pre-service mathematics teachers; in-service mathematics teachers; teacher dispositions; teacher beliefs; teacher knowledge; classroom decision-making; teacher performance; student mediation; teacher education research
Temas
Formação de Professores de Matemática, Inclusão
DOI
10.1007/s11858-025-01689-w
ISSN
1615-679X, 1863-9690, 1863-9704
Licença
cc-by
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
ZLATKIN‐TROITSCHANSKAIA, Olga; SHAVELSON, Richard J.; BARTNIK, Tim N.. What Have We Learned About Modelling and Assessing Mathematics Teachers’ Competence?–Insights from a Literature Review. ZDM, v. 57, n. 6, p. 1093-1108, 2025. DOI: https://doi.org/10.1007/s11858-025-01689-w.

APA

Zlatkin‐Troitschanskaia, O., Shavelson, R. J., & Bartnik, T. N. (2025). What Have We Learned About Modelling and Assessing Mathematics Teachers’ Competence?–Insights from a Literature Review. ZDM, 57(6), 1093-1108. https://doi.org/10.1007/s11858-025-01689-w

BibTeX
@article{zlatkintroitschanskaia2025,
  author = {Zlatkin‐Troitschanskaia, Olga and Shavelson, Richard J. and Bartnik, Tim N.},
  title = {What Have We Learned About Modelling and Assessing Mathematics Teachers’ Competence?–Insights from a Literature Review},
  year = {2025},
  journal = {ZDM},
  volume = {57},
  number = {6},
  pages = {1093-1108},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s11858-025-01689-w},
  language = {en}
}
RIS
TY  - JOUR
AU  - Zlatkin‐Troitschanskaia, Olga
AU  - Shavelson, Richard J.
AU  - Bartnik, Tim N.
TI  - What Have We Learned About Modelling and Assessing Mathematics Teachers’ Competence?–Insights from a Literature Review
PY  - 2025
JO  - ZDM
VL  - 57
IS  - 6
SP  - 1093
EP  - 1108
DO  - 10.1007/s11858-025-01689-w
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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