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<p>Teachers are expected to provide language-supportive instruction. However, little is known about their levels of necessary competencies and how these competencies are associated with opportunities to learn, teaching practices, and student outcomes. Using data from 1059 primary school teachers from the IQB Trends in Student Achievement 2021, this study examines how self-perceived competencies (knowledge, beliefs) for implementing language-supportive mathematics instruction are associated with features of teacher education and professional development (e.g., learning opportunities, perceived preparation, training needs), self-reported language-supportive teaching activities, and students’ mathematical competencies. Results show positive associations of learning opportunities and perceived preparation, and negative associations of training needs with teachers’ self-perceived knowledge and beliefs. These competencies, in turn, explain specific variance in language-supportive teaching activities. However, no associations were found with students’ mathematical competencies. Implications for teacher education are discussed.</p>

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Kompetenzeinschätzungen von Grundschullehrkräften zum sprachbildenden Unterrichten im Fach Mathematik: Zusammenhänge mit Merkmalen der Aus- und Fortbildung, Unterrichtsaktivitäten und mathematischen Kompetenzen der Schüler:innen

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月14日

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  • Sofie Henschel,
  • Birgit Heppt

摘要

Teachers are expected to provide language-supportive instruction. However, little is known about their levels of necessary competencies and how these competencies are associated with opportunities to learn, teaching practices, and student outcomes. Using data from 1059 primary school teachers from the IQB Trends in Student Achievement 2021, this study examines how self-perceived competencies (knowledge, beliefs) for implementing language-supportive mathematics instruction are associated with features of teacher education and professional development (e.g., learning opportunities, perceived preparation, training needs), self-reported language-supportive teaching activities, and students’ mathematical competencies. Results show positive associations of learning opportunities and perceived preparation, and negative associations of training needs with teachers’ self-perceived knowledge and beliefs. These competencies, in turn, explain specific variance in language-supportive teaching activities. However, no associations were found with students’ mathematical competencies. Implications for teacher education are discussed.