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Now showing items 11-18 of 18
(Journal article / Tidsskriftartikkel / AcceptedVersion; Peer reviewed, 2020)
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 ...
(Journal article / Tidsskriftartikkel / AcceptedVersion; Peer reviewed, 2018)
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, ...
(Chapter / Bokkapittel / AcceptedVersion; Peer reviewed, 2018)
Teaching practice and its representation by videos are a central part of many empirical studies concerning the field of teaching and learning. In order to analyze how videos can help to investigate aspects of teachers’ ...
(Chapter / Bokkapittel / AcceptedVersion; Peer reviewed, 2018)
(Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2020)
In this paper we examine the relationship between teachers’ knowledge, beliefs and instructional practices based on a study with 495 Chinese pre-service mathematics teachers. The results indicate that Chinese pre-service ...
(Journal article / Tidsskriftartikkel / AcceptedVersion; Peer reviewed, 2020)
Der in der TEDS-M-Studie (Teacher Education and Development Study: Learning to Teach Mathematics) entwickelte Test zur Erfassung pädagogischen Wissens am Ende der Lehramtsausbildung hat sich in diversen Untersuchungen als ...
(Journal article / Tidsskriftartikkel / AcceptedVersion; Peer reviewed, 2018)
Research on teacher noticing in the field of mathematics education research has increased in the last decade; however, only a few studies have investigated the social and cultural impact on teachers’ noticing. This paper ...
Opening up the black box: Teacher competence, instructional quality, and students’ learning progress
(Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2022)
Existing research indicates inconsistent or at best weak predictive effects of teacher knowledge on student achievement. Data from Germany were used to examine the relation between teachers' content and pedagogical content ...