Teacher Expectations and Professional Knowledge
Funded by DFG (RE 3009/2-1 und HE 4561/9-1)
Duration: 09/2016 – 08/201
Aim of the study
Since the 1960s, teacher expectations have been researched as an important predictor of students’ achievement development. In spite of this research tradition, we still do not know much about moderators of this relationship at the teacher level. There has been, however, particular progress in research dealing with relevant teacher characteristics. Among other things, effects of teachers’ expectancies have still been recorded in more recent studies, and reliable and valid measures of teachers’ professional knowledge have been developed. The relationship between teachers’ expectancies and professional knowledge, however, has not been investigated yet. In this research project, we aim to merge these research fields by investigating correlations between teachers’ expectancies and professional knowledge. We expect to find interactions between the teacher variables and we presume that professional knowledge attenuates negative effects of teachers’ expectancies.
We plan a one-year longitudinal study with three data collections. The sample will comprise up to 100 elementary school teachers and their mathematics classes.
Francesca Muntoni, University of Hamburg (contact person)
Simone Dunekacke, IPN – Leibniz Institute for Science and Mathematics Education, Kiel
Aiso Heinze, IPN – Leibniz Institute for Science and Mathematics Education, Kiel
Jan Retelsdorf, University of Hamburg