Classroom experience, characteristics and outcome: multidimensional educational goals and the views of students and teachers (Ceco)
In addition to imparting knowledge and cognitive skills, school education also aims to develop and form positive school and subject-related attitudes, values and motivational orientations. The consideration of multidimensional educational goals is one of the central challenges in everyday school life, since the pursuit of different learning goals can influence or compete with each other in the classroom. However, in theory, the changeover to competence-oriented curricula allows a clearer focus on multidimensional educational goals and brings them more into the focus of teachers' professional perception. This is the starting point of the project Ceco, which examines the connection between the professional competence of teachers, the implementation of competence-oriented teaching and the achievement of multiple educational goals in mathematics and sciences.
The aim of the project is to describe the extent to which multidimensional educational goals for teachers play a role in instruction planning, and what effects they have on competence-oriented teaching in mathematics and science. The project intends to oppose the teacher‘s intention and the students perception of teaching. In addition, Ceco enables a comparison of distal teaching perceptions, which were collected in PISA, and proximal teaching perceptions, which were collected in the classroom, in connection with motivational and effective educational goals.
Ceco supplements the international design of the PISA survey with specific components on the input, process and outcome levels (see Figure 1). Coupled with PISA 2022, two ninth-grade classes per school as well as their mathematics and science teachers will be examined (sample size: approximately 7,300 students in 410 classes). A prototypical mathematics and science lesson during the period of the PISA survey will be attended, and the teachers' and students' perceptions of teaching and motivational learning goals will be assessed. In addition, the tasks of these lessons as well as tests of the current school year will be analysed in order to examine to what extent the instruction feature competence orientation has been implemented in teaching practice. Finally, the role of professional competence in the implementation of competence-oriented teaching is examined.