Teacher's Professional Development

1. Front Matter

   Pages i-viii

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2. Introduction

   • Sabine Krolak-Schwerdt, Sabine Glock, Matthias Böhmer

   Pages 1-4

3. Teachers’ Judgments of Students’ Academic Achievement

   • Anna Südkamp, Johanna Kaiser, Jens Möller

   Pages 5-25

4. Accuracy of Teacher Judgments

   • Cordula Artelt, Tobias Rausch

   Pages 27-43

5. Improving Teachers’ Judgments

   • Ineke Pit-Ten Cate, Sabine Krolak-Schwerdt, Sabine Glock, Maria Markova

   Pages 45-61

6. Training Prospective Teachers in Educational Diagnostics

   • Monika Trittel, Mara Gerich, Bernhard Schmitz

   Pages 63-78

7. Teacher Learning and Professional Development

   • Jan D. Vermunt

   Pages 79-95

8. Professional Development Across the Teaching Career

   • Dirk Richter, Mareike Kunter, Uta Klusmann, Oliver Lüdtke, Jürgen Baumert

   Pages 97-121

9. Epistemological Beliefs and Students’ Adaptive Perception of Task Complexity

   • Rainer Bromme, Stephanie Pieschl, Elmar Stahl

   Pages 123-151

10. The Validity of Predictors of Academic and Vocational-Training Achievement

    • Florian Klapproth, Paule Schaltz

    Pages 153-166

11. Back Matter

    Pages 167-177

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A central aspect of teachers’ professional knowledge and competence is the ability to assess students’ achievements adequately. Giving grades and marks is one prototypical task in this context. Besides giving grades, assessments for school placements or tracking decisions belong to these tasks. Relevant students’ characteristics which influence teachers’ assessments do not only involve academic achievement but also students’ responses to different task demands as well as non-academic characteristics such as learning motivation or school anxiety. Closely associated with the investigation of teachers’ assessment competences and, more specifically, the investigation of conditions associated with high quality of assessments is the development and evaluation of teacher training programs to improve professional competences. In recent years, there has been considerable progress in the domain of professional teacher training; however, only a very limited number of studies are dedicated to the question to what extend training programs might offer valuable approaches to improve the quality of assessments and to implement high assessment competences. Another important field which is closely related to teachers’ competences concerns the question how teachers’ professional development is linked to students’ learning and learning outcomes. In recent years, the societal demand for evidence that teachers’ professional development will result in improved student learning outcomes is increasing. This volume brings together questions on assessment, training, and learning in the professional development of teachers which have not been fully discussed yet. The identification of these research gaps was the reason for dedicating a series of lectures given at the University of Luxembourg 2012 to the topic of professionalization of teachers in these domains. Therefore, this book contains contributions from outstanding international scholars in different academicdisciplines to present ideas about open research questions concerning the domains of assessment, training, and learning in the professional development of teachers.

• Teacher education
• Teacher training program
• Teaching

• University of Luxembourg, Luxembourg

  Sabine Krolak-Schwerdt, Sabine Glock, Matthias Böhmer

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