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The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality
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“la eficacia docente es un componente crucial que afecta directamente los resultados del aprendizaje de los estudiantes (Fauth et al., 2019).”
From Aprendizaje organizacional en la calidad de la enseñanza y desempeño docente para la satisfacción académica en una universidad peruana (2024) · cites this paper as Fauth et al., 2019
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“be transferred to the field of elementary science education, where the gap between teacher competence and the high demands of everyday teaching practice is more pronounced than in other domains and grade levels (Appleton, 2008; Brobst et al., 2017).”
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16 of the 117 references couldn’t be matched to a known paper.
Research works printed but not linked: 4
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Karlen, Y., Hertel, S., & Hirt, C. N. (2020) · Frontiers in Education · doi:10.3389/feduc.2020.00159 · Cited by 172
“PCK is related to teachers’ teaching practices as well as to students’ domain-specific knowledge development and achievement (e.g., Förtsch et al., 2016; Fauth et al., 2019; Backfisch et al., 2020).”
BackgroundInfluentialWang, J., Tigelaar, D. E. H., Luo, J., & Admiraal, W. (2022) · Computers & Education · doi:10.1016/j.compedu.2022.104501 · Cited by 149
Wang, X. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1301786 · Cited by 144
“Moreover, such positive teacher-student relationships have been associated with increased student self-esteem, a profound sense of belonging, and a heightened overall satisfaction with their school experience (Fauth et al., 2019; Liebowitz and Porter, 2019; Longobardi et al., 2021).”
Background
Metadata
- Authors
- Fauth, B., Decristan, J., Decker, A.-T., Büttner, G., Hardy, I., Klieme, E., & Kunter, M.
- Affiliations
- Individual Development and Adaptive Education (DE)
- University of Wuppertal (DE)
- Goethe University Frankfurt (DE)
- Corresponding author
- Fauth, Benjamin
- Venue
- Teaching and Teacher Education
- Publisher
- Elsevier BV
- Published
- 2019-11
- Volume
- 86
- Pages
- 102882
- ISSN
- 0742-051X (ISSN-L)
- OpenAlex
- W2970287884
- Cited by
- 484
- References
- 117
- Citations by year
- 2026: 46 · 2025: 68 · 2024: 99 · 2023: 111 · 2022: 83 · 2021: 51 · 2020: 24 · 2019: 2
- FWCI
- 107.93
- Type
- journal article
- Language
- en
- Open access
- green
- www.pedocs.de
- Licence
- Locations
- Teaching and Teacher Education (publishedVersion)
- Pedocs (German Institute for International Educational Research) (submittedVersion, cc-by-nc-nd)
- peDOCS
- Funders
- LOEWE
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › Evaluation of Teaching Practices
- Keywords
- teacher competence, teaching quality, elementary school science, academic performance, student interest, pedagogical content knowledge, teacher self-efficacy, teaching enthusiasm, cognitive activation, supportive classroom climate, classroom management, teacher-student relationship, conceptual understanding, mediation
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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