ABSTRACT Research on teacher knowledge has been criticised for taking too narrow a view on expertise. Therefore, teacher competence frameworks have been developed that are closely related to professional demands. Their practice-oriented conceptualisations have led to innovative measures with situative demands. However, there is still a lack of knowledge on whether these frameworks are actually suited to map teacher growth. This study investigated whether two components of teacher competence, Action-related (AC) and Reflective Competence (RC), can be differentially fostered through specific interventions in early childhood mathematics education. We designed two professional development programmes with a focus on AC and RC and implemented them in a randomised controlled experiment with 170 teachers. Overall, we found that AC, RC, and professional knowledge were sensitive to interventions with different change profiles. Although our hypotheses were only partially supported, the results can be seen as evidence regarding the distinctness of competence and knowledge components.

中文翻译：

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幼儿教师数学专业能力的建模及其通过专业发展的差异化增长——结构效度的一个方面

摘要 教师知识研究因对专业知识的看法过于狭隘而受到批评。因此，已经开发出与专业需求密切相关的教师能力框架。他们以实践为导向的概念化导致了具有情境需求的创新措施。然而，对于这些框架是否真的适合映射教师成长，仍然缺乏知识。本研究调查了教师能力的两个组成部分，行动相关 (AC) 和反思能力 (RC)，是否可以通过特定干预措施在幼儿数学教育中得到不同程度的培养。我们设计了两个专注于 AC 和 RC 的专业发展计划，并在 170 名教师的随机对照实验中实施。总的来说，我们发现 AC、RC、专业知识对具有不同变化特征的干预措施很敏感。尽管我们的假设仅得到部分支持，但结果可以被视为关于能力和知识成分独特性的证据。