TEG-Know
Teacher Expectations, Gender Stereotypes, and Professional Knowledge

Project Logo

The TEG-Know project combines research on teacher expectations, professional knowledge and gender stereotypes of teachers and examines the interrelationships between these teacher characteristics in their impact on the development of elementary school students in mathematics.

Project data


Research linesResearch Line Professional Competencies of Preschool and School Teachers
DepartmentsMathematics Education
FundingDeutsche Forschungsgemeinschaft
Period9/1/20168/31/2019
Statuscompleted
IPN researchersProf. Dr. Aiso Heinze (Project lead)
Members of the research alliance

IPN Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik (Lead), Universität Hamburg, Fakultät für Erziehungswissenschaft

Funded by the German Research Foundation (RE 3009/2-1 und HE 4561/9-1)

Duration: 09.2016 – 08.2019

Aim of the study
Since the 1960s, teacher expectations have been researched as an important predictor of students’ achievement development. In spite of this research tradition, we still do not know much about moderators of this relationship at the teacher level. There has been, however, particular progress in research dealing with relevant teacher characteristics. Among other things, effects of teachers’ expectancies have been recorded, and, as a result, reliable and valid measures of teachers’ professional knowledge have been developed. The relationship between teachers’ expectancies and professional knowledge, however, have not been investigated yet. In this research project, we aim to merge these research fields by investigating correlations between teachers’ expectancies and professional knowledge. We expect to find interactions between the teacher variables and we presume that professional knowledge attenuates negative effects of teachers’ expectancies.

Method
We plan a one-year longitudinal study with 100 elementary school teachers and their classes in mathematics.

Implications
The study will allow us to analyze how the teacher characteristics and interactions between them affect student development. Our results will, above all, provide knowledge about the relationship between teachers’ knowledge and expectancies and their effects on student outcomes.

Publications
Siems-Muntoni, F., Dunekacke, S., Heinze, A., & Retelsdorf, J. (2024). Teacher expectation effects on the development of elementary school students' mathematics-related competence beliefs and intrinsic task. Contemporary Educational Psychology, 76, [102255]. https://doi.org/10.1016/j.cedpsych.2023.102255

Muntoni, F., Dunekacke, S., Heinze, A., & Retelsdorf, J. (2019). Geschlechtsspezifische Erwartungseffekte in Mathematik: Welche Rolle spielt das Professionswissen der Lehrkräfte? Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 51(2), 84-96. https://doi.org/10.1026/0049-8637/a000212

People involved
Francesca Siems-Muntoni, University of Hamburg (contact person)
Simone Dunekacke, FU Berlin
Aiso Heinze, Mathematics Education, IPN
Jan Retelsdorf, University of Hamburg