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Professional Competence of Teachers, Cognitively Activating Instruction, and the Development of Students’ Mathematical Literacy (COACTIV): A Research Program

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Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers

Part of the book series: Mathematics Teacher Education ((MTEN,volume 8))

Abstract

This first chapter gives an overview of the studies that constitute the COACTIV research program, summarizes the research questions guiding the program, and outlines the research traditions on which it builds. The research strands informing COACTIV include research on teaching and learning, expertise research, and research on motivational and occupational health psychology. Based on the ideas that instruction is the core business of teaching and that teaching can be understood as a professional activity, the COACTIV research program addresses two guiding research questions. The first concerns the individual characteristics that teachers need in order to practice their profession successfully over the long term. COACTIV employs a multidimensional definition of occupational success that covers both teachers’ ability to provide powerful learning environments and their ability to regulate their professional development independently and on a long-term basis. The second guiding research question concerns the determinants of teachers’ professional competence. Specifically, COACTIV seeks to identify individual and institutional factors that are conducive to the development of the professional competence that teachers needed to succeed in their profession. The chapter also includes an outline of the structure of the book and a description of the research environment in which the COACTIV research program was conducted.

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Notes

  1. 1.

    The first COACTIV main study was a joint undertaking of the Max Planck Institute for Human Development in Berlin (Baumert), the University of Kassel (Blum), and the University of Oldenburg (Neubrand). It was funded by the German Research Foundation (DFG) as part of its BIQUA priority program on school quality (grants BA1461/2-1 and DFG/BA1461/2-2).

  2. 2.

    The COACTIV-R research project at the Max Planck Institute for Human Development was funded by the Max Planck Society’s Strategic Innovation Fund (2008–2010).

  3. 3.

    The BilWiss project is a joint undertaking of the Max Planck Institute for Human Development (Baumert), the Goethe University Frankfurt (Kunter), the University of Duisburg-Essen (Leutner), and the University of Münster (Terhart). It is funded by the Federal Ministry of Education and Research in the context of its program “Promoting Empirical Educational Research” (grant 01JH0910).

  4. 4.

    A list of all COACTIV publications to date can be found in Chap. 19.

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Authors and Affiliations

  1. Center for Educational Research, Max Planck Institute for Human Development, Lentzeallee 94, 14195, Berlin, Germany

    Jürgen Baumert

  2. Institute of Psychology, Goethe University Frankfurt, PEG, Grüneburgplatz 1, 60323, Frankfurt, Germany

    Mareike Kunter

  3. Fachbereich Mathematik, Institute of Mathematics, University of Kassel, Heinrich-Plett-Straße 40, Kassel, 34132, Germany

    Werner Blum

  4. IPN – Leibniz Institute for Science and Mathematics Education, Olshausenstraße 62, 24118, Kiel, Germany

    Uta Klusmann

  5. Faculty of Mathematics, Education of Mathematics, University of Regensburg, Universitätsstraße 31, 93053, Regensburg, Germany

    Stefan Krauss

  6. Institute of Mathematics, Carl von Ossietzky University of Oldenburg, Oldenburg, Germany

    Michael Neubrand

Authors
  1. Jürgen Baumert
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  2. Mareike Kunter
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  3. Werner Blum
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  4. Uta Klusmann
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  5. Stefan Krauss
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  6. Michael Neubrand
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Correspondence to Jürgen Baumert .

Editor information

Editors and Affiliations

  1. , Institute of Psychology, University of Frankfurt am Main, Postfach 125, Frankfurt am Main, 60054, Germany

    Mareike Kunter

  2. , Center for Educational Research, Max Planck Institute for Human Developme, Lentzeallee 94, Berlin, 14195, Germany

    Jürgen Baumert

  3. Mathematik/Informatik, Universität Kassel, Kassel, 34109, Germany

    Werner Blum

  4. Christian Albrecht University, Kiel, Lentzeallee 94, Berlin, 14195, Germany

    Ute Klusmann

  5. , Faculty of Mathematics Education of Math, University of Regensburg, Universitätsstr. 31, Regensburg, 93053, Germany

    Stefan Krauss

  6. , Institute of Mathematics, Carl von Ossietzky University of Oldenbu, Oldenburg, 26111, Germany

    Michael Neubrand

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Baumert, J., Kunter, M., Blum, W., Klusmann, U., Krauss, S., Neubrand, M. (2013). Professional Competence of Teachers, Cognitively Activating Instruction, and the Development of Students’ Mathematical Literacy (COACTIV): A Research Program. In: Kunter, M., Baumert, J., Blum, W., Klusmann, U., Krauss, S., Neubrand, M. (eds) Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers. Mathematics Teacher Education, vol 8. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-5149-5_1

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