The impact of mathematics teachers’ professional competence on instructional quality and students’ mathematics learning outcomes
Peer reviewed, Journal article
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Original versionYang, X. & Kaiser, G. (2022). The impact of mathematics teachers’ professional competence on instructional quality and students’ mathematics learning outcomes. Current Opinion in Behavioral Sciences, 48, Article 101225. doi: 10.1016/j.cobeha.2022.101225
Teacher quality is a critical factor that influences instructional quality and student learning outcomes. Recently, the authors have proposed broadened views of teacher competence that include dispositions, such as knowledge, and more situation-specific aspects, such as noticing, and span from the dispositions of teachers to their performance in the classroom. Mathematics-education researchers have enriched the conceptualization of teacher competence, developed new measurements, and explored effective ways to facilitate the development of teacher competence. Many empirical studies have been conducted in this field to investigate the impact of teacher professional competence on instructional quality and student mathematics learning outcomes. With this review, we intend to provide a synopsis of the state-of-the-art in this topic and outline new research perspectives.