skip to content

Working Group: Competence measurement

(Speaker: Prof. Dr. Johannes König)


Over the past ten years, the competencies of teachers have increasingly become the subject of empirical research in education, for which an empirical compilation is of fundamental importance, for example

  • to test assumptions about the function of teacher education in preparing future teachers for their profession,
  • to analyse which competences are necessary on the part of teachers in order to maintain quality teaching and to support the learning and personality development of pupils, and
  • for the work on an empirically supported theory for the teaching profession and teacher education.

In addition, the importance of measuring the competences of prospective teachers is further reinforced through global developments such as a growing output management in educational systems, quality assurance measures as well as the internationalisation of tertiary education. Against this background, the competence measurement working group focuses on two areas: (1) Projects that essentially work on conceptualisations for the professional competence of teachers, developing competence models and, based on this, aiming at a rating scale with the help of diagnostic procedures. (2) Furthermore, some of the projects also examine assumptions about the effectiveness of teacher education using approaches from competence measurement or analyse the significance of teacher education competences for the quality of their teaching and the learning on the part of pupils. The projects are based on an understanding of the professional competences of teachers as is currently widely used in empirical research in education: Teachers' competencies are defined primarily as the cognitive abilities and skills available to them or learnable from them that are necessary to solve certain problems and tasks in their profession. Competences represent constructs that can be operationalised and, thus, also measured by means of test instruments. Here, aspects of the professional knowledge of teachers play an important role, but also specific, situation-related characteristics, such as their professional perception of typical teaching situations and their ability to analyse and interpret such situations. However, not only cognitive characteristics, but also affective-motivational characteristics form the object of research, such as the motivation behind the teacher's occupation or the convictions of teachers with respect to teaching and learning at school. The competence characteristics defined in this way are always considered and justified within the functional context of successfully coping with professional requirements - especially with respect to teaching as the core activity of teachers.

The following projects are to be found in the Working Group Competence measurement:

TEDS Validation - Teacher Education and Development

Basic preliminary work for the study TEDS Validation is provided by the instruments developed and tested in TEDS-M, TEDS-FU and in TEDS classes for recording the competences of mathematics teachers.

Against the background of the objectives of the project, we focus on the following questions regarding prognostic validity and measure-theoretical approach, with which conclusions can be drawn about the effectiveness of teacher training - using mathematics as an example:

(1) Do the tools developed in the context of TEDS-M and TEDS-FU to measure the professional competences imparted during teacher education at university level prove to be valid for high-quality and successful mathematics teaching?

(2) Does the inclusion of situation-specific skills (measured by video-based tests), beyond the effects of the professional knowledge imparted in university teacher training (measured by knowledge tests), contribute substantially to the understanding of the quality of teaching and the increase in students' performance?

Further information can be found on the project homepage.

Project management: Prof. Dr. Gabriele Kaiser (University of Hamburg), Prof. Dr. Johannes König (University of Cologne), Prof. Dr. Sigrid Blömeke (CEMO Oslo/HU Berlin)

Literature (selection):
Kaiser, G., & König, J. (2019). Competence Measurement in (Mathematics) Teacher Education and Beyond: Implications for Policy. Higher Education Policy, 32.

König, J., Doll, J., Buchholtz, N., Förster, S., Kaspar, K., Rühl, A.-M., Strauß, S., Bremerich-Vos, A., Fladung, I., & Kaiser, G. (2018). Pädagogisches Wissen versus fachdidaktisches Wissen? Struktur des professionellen Wissens bei angehenden Deutsch-, Englisch- und Mathematiklehrkräften im Studium. Zeitschrift für Erziehungswissenschaft, 21(3), 1-38.

Ross, N., & Kaiser, G. (2018). Klassifikation von Mathematikaufgaben zur Untersuchung mathematisch-kognitiver Aspekte von Schülerleistungstests und von Unterrichtsqualität. In R. Biehler et al. (Hrsg.), Beiträge zum Mathematikunterricht 2018 (S. 1519-1522). Münster: WTM-Verlag.

CME - Classroom Management Expertise

The object of the CME research project is the identification and classification of the characteristics of Classroom Management Expertise (CME) among teachers, which constitutes a crucial component of teaching quality and teacher professionalism. Against the background of research needs, the CME project aims to identify the characteristics of classroom management expertise. The newly gained findings form the starting point for the development of a standardised test instrument and the development of a competency model.

Further information can be found on the project homepage.

Project Management: Prof. Dr. Johannes König (University of Cologne)

Project duration: since 2011

Literature (selection):
König, J. (2015). Measuring Classroom Management Expertise (CME) of Teachers: A Video-Based Assessment Approach and Statistical Results. Cogent Education, 2(1), 991178. Download PDF

König, J. & Lebens, M. (2012). Classroom Management Expertise (CME) von Lehrkräften messen: Überlegungen zur Testung mithilfe von Videovignetten und erste empirische Befunde. Lehrerbildung auf dem Prüfstand, 5(1), 3-29.

König, J. & Rothland, M. (2016). Klassenführungswissen als Ressource der Burnout-Prävention? Zum Nutzen von pädagogisch-psychologischem Wissen im Lehrerberuf. Unterrichtswissenschaft, 44(4), 425-441.

EMW - Development of occupation-specific motivation and pedagogical knowledge in teacher training

The aim of the project "Development of occupation-specific motivation and pedagogical knowledge in teacher training" (EMW) is the differentiated description and longitudinal modelling of process and result variables of the educational science (synonym: pedagogical) segments of university teacher training, in order to be able to make statements on effectiveness that have so far been lacking.

Further information can be found on the project homepage.

Project management: Prof. Dr. Johannes König (University of Cologne) & Prof. Dr. Martin Rothland (University of Siegen)

Project duration: since October 2011

Literature (selection):
Klemenz, S., & König, J. (2019). Modellierung von Kompetenzniveaus im pädagogischen Wissen bei angehenden Lehrkräften: Zur kriterialen Beschreibung von Lernergebnissen der fächerübergreifenden Lehramtsausbildung. Zeitschrift für Pädagogik, 65 (3), 355-377.

Klemenz, S., König, J., & Schaper, N. (2019). Learning opportunities in teacher education and proficiency levels in general pedagogical knowledge: new insights into the accountability of teacher education programs. Educational Assessment, Evaluation and Accountability, 31(2), 221-249.

König, J. (2017). Motivations for teaching and relationship to general pedagogical knowledge. In S. Guerriero (ed.), Pedagogical Knowledge and the Changing Nature of the Teaching Profession (pp. 119-135). OECD Publishing, Paris. Download PDF

LtP - Learning to Practice. The practical teacher training semester under scrutiny

At the Universities of Paderborn, Siegen and Cologne, site-specific research projects were launched with the comprehensive introduction of the practical teacher training semester in North Rhine-Westphalia in the summer semester of 2015. These projects record longitudinally central process and result variables of the practical semester and deal with questions on the competence development of teacher trainees in this time.

Further information can be found on the project homepage.

Project management: Prof. Dr. Johannes König (University of Cologne), Prof. Dr. Martin Rothland (University of Siegen), Prof. Dr. Niclas Schaper (University of Paderborn)

Project duration: Seit Juni 2015

Literature (selection):
König, J., Rothland, M. & Schaper, N. (Hrsg.) (2018). Learning to Practice, Learning to Reflect? Ergebnisse aus der Längsschnittstudie LtP zur Nutzung und Wirkung des Praxissemesters in der Lehrerbildung. Wiesbaden: Springer VS.

To top of page