Publikation: Exploring the association between non-s...
Stammdaten
Titel: | Exploring the association between non-specialised science teacher rates and student science literacy: an analysis of PISA data across 18 nations |
Untertitel: | |
Kurzfassung: | Out-of-field teaching is viewed as inferior to subject-specific instruction, but its impact on student outcomes varies depending on the criteria used for evaluation. The present study investigated the consequences of out-of-field teaching in science on different student outcomes on an international scale. Analyses were based on the sixth cycle of PISA data, using a subsample of N = 128,438 students (51% girls) and N = 27,819 teachers (44% women) from 4,037 schools in 18 countries. Results show that higher specialised science teachers rates in schools were linked to improved scientific literacy and students enjoyment. Science teachers with specialised science training in a school were associated with higher science competencies in students, while the impact on the enjoyment of science was smaller. However, the share of specialised teachers was not associated with students’ self-efficacy or perceived teaching practices. The findings suggest that specialised teachers are critical in positively influencing students’ literacy and enjoyment. Moreover, it informs policymakers and school administrators about the need to prioritise hiring specialised science teachers to improve the overall quality of science education. Further research is needed to understand how specialised teachers affect student outcomes and to identify other factors impacting science literacy. |
Schlagworte: | Scientific literacy, non-specialised teaching |
Publikationstyp: | Beitrag in Zeitschrift (Autorenschaft) |
Erscheinungsdatum: | 23.10.2023 (Online) |
Erschienen in: |
International Journal of Science Education
International Journal of Science Education
(
)
zur Publikation |
Titel der Serie: | - |
Bandnummer: | - |
Heftnummer: | - |
Erstveröffentlichung: | Ja |
Version: | - |
Seite: | - |
Versionen
Keine Version vorhanden |
Erscheinungsdatum: | 23.10.2023 |
ISBN (e-book): | - |
eISSN: | 1464-5289 |
DOI: | http://dx.doi.org/10.1080/09500693.2023.2262729 |
Homepage: | - |
Open Access |
|
AutorInnen
Barbara Hanfstingl (intern) | ||||||
Timo Gnambs (extern) | ||||||
Raphaela Porsch
|
||||||
Nina Jude (extern) |
Zuordnung
Organisation | Adresse | ||||
---|---|---|---|---|---|
Fakultät für Kultur- und Bildungswissenschaften
Institut für Unterrichts- und Schulentwicklung
|
AT - 9020 Klagenfurt am Wörthersee |
||||
Fakultät für Sozialwissenschaften
Institut für Psychologie Abteilung Psychologische Diagnostik
|
AT - 9020 Klagenfurt |
Kategorisierung
Sachgebiete | |
Forschungscluster |
|
Zitationsindex |
Informationen zum Zitationsindex: Master Journal List
|
Peer Reviewed |
|
Publikationsfokus |
Klassifikationsraster der zugeordneten Organisationseinheiten:
|
Arbeitsgruppen | Keine Arbeitsgruppe ausgewählt |
Kooperationen
Organisation | Adresse | ||||
---|---|---|---|---|---|
Universität Heidelberg
|
DE - 69117 Heidelberg |
||||
Leibniz Institute for Educational Trajectories (LIfBi) at the University of Bamberg
|
DE - 96047 Bamberg |
||||
Universität Magdeburg
|
DE
Magdeburg |
Forschungsaktivitäten
(Achtung: Externe Aktivitäten werden im Suchergebnis nicht mitangezeigt)
Projekte: | Keine verknüpften Projekte vorhanden |
Publikationen: | Keine verknüpften Publikationen vorhanden |
Veranstaltungen: | Keine verknüpften Veranstaltung vorhanden |
Vorträge: | Keine verknüpften Vorträge vorhanden |