Types of teachers in economic education

Theme 5   Miscellaneous.

Secondary school seachers.
Researchers and academics.

Types of teachers have long been used to explain quality of instruction. For example types of coping with stress (Klusmann, Kunter, Trautwein, Baumert 2006), types of teacher professionalism (Gehrmann 2003) and expertise (Bromme, Haag 2008) are well-studied fields which try to explain quality of instruction. Furthermore, personality psychology tries to explain instruction characteristics with personality traits (Eckert, Sieland 2017). What these approaches have in common is a general perspective on instruction independent of specific subjects.

Teacher typologies with respect to subjects, especially subjects related to (socio-)economics have to our knowledge not been established. This is all the more relevant as in European schools economics is oftentimes integrated within subjects like social sciences education or civic education (Hedtke 2002). We thus expect teachers to have preferences for certain approaches and disciplines within the broad field of social sciences.

Based on a large-scale survey of teachers in the German state of Northrhine-Westphalia in 2019 we propose a novel way to typify teachers of social sciences based on their beliefs about the subject, stated characteristics of instruction and preferences for tasks. For that end we discuss two statistical models based on a polychoric principal component analyses and cluster analyses.

Our results show that with respect to instruction general typoligies fall short; furthermore we discuss implications for teacher training.

Presented by: Marco Rehm (1, 1) and Dr. Ekkehard A. Köhler

Interactive presentation

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