Performance assessment to investigate the domain specificity of instructional skills among pre‐service and in‐service teachers of mathematics and economics

摘要

BackgroundKey elements of instructional quality include the teacher's ability to immediately react in domain‐specific classroom situations. Such skills – defined as action‐related skills – can only be validly assessed using authentic representations of real‐life teaching practice. However, research has not yet explained how teachers apply domain‐specific knowledge for teaching and to what extent action‐related skills are transferable from one domain to another.