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Now showing items 11-16 of 16
(Journal article / Tidsskriftartikkel / AcceptedVersion; Peer reviewed, 2018)
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 ...
(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, ...
(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)
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 ...
(Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2022)
This study investigates the relations between working environment and teachers' job satisfaction, perceived work-related stress, as well as work-related self-efficacy. The sample consisted of 226 mathematics teachers from ...