Untersucht wird, inwieweit Unterrichtsvideos für den Erwerb situationsspezifischer Fähigkeiten im Bereich der Klassenführung sowie für den Zuwachs an pädagogischem Wissen bei Lehramtsstudierenden lernwirksamer sind als ...

Beginning primary teachers’ knowledge and beliefs were assessed at the end of teacher education and 4 years later. In addition, they reported about their school context and job satisfaction and took a video-based assessment ...

The relation between teacher knowledge and skills and how these were influenced by teacher education was examined with 171 secondary mathematics teachers. Six paper-and-pencil and video tests were applied to assess content ...

I denne longitudinelle studien ble 131 grunnskolelærere (1. til 4. trinn) fulgt opp fra det siste året i lærerutdanningen og gjennom de fire første årene i lærerjobb. Lærerne tok standardiserte tester i matematikk ...

Der Erfassung von Unterrichtsqualität durch Beobachterratings ist in den letzten Jahren viel Aufmerksamkeit zuteilgeworden. Erste Evidenz liegt dabei auch zu deren Variabilität zwischen mehreren Unterrichtsstunden vor. ...

The study presented in the paper has the following goals. The first is to review and compare teacher competence frameworks developed in Eastern (Chinese) and Western (German) contexts, exemplified for the domain of ...

The ability to offer constructive feedback to students concerning their errors is an indispensable requirement for mathematics teachers, for the purpose of providing cognitively challenging learning opportunities. However, ...

The aim of the research described in this paper was to identify qualitatively different profiles of teachers’ general pedagogical knowledge (GPK) as a central component of their competence. We applied a mixed Rasch model ...

Abstract Most of the research examining the relation between instructional quality (INQUA) and mathematics teachers’ competence was restricted to a limited set of competence facets. Furthermore, mostly variable-oriented ...

Die deutschsprachige Unterrichtsforschung unterscheidet bereits seit längerem drei Basisdimensionen der Unterrichtsqualität: Effiziente Klassenführung, konstruktive Unterstützung und Potential zur kognitiven Aktivierung. ...