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dc.date.accessioned2019-08-29T05:32:17Z
dc.date.available2020-01-01T23:46:37Z
dc.date.created2018-10-31T15:14:36Z
dc.date.issued2018
dc.identifier.citationBlömeke, Sigrid Hoth, Jessica Kaiser, Gabriele Döhrmann, Martina König, Johannes . A situated approach to assess teachers‘ professional competencies using classroom videos. Mathematics Teachers Engaging with Representations of Practice: A dynamically evolving field. 2018, 23-45 Springer Publishing Company
dc.identifier.urihttp://hdl.handle.net/10852/69672
dc.description.abstractTeaching 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’ expertise, the data from 131 primary mathematics teachers who participated in the TEDS-Follow-Up study were evaluated. The teachers answered questions referring to scripted video-clips describing classroom situations. The questions were qualitatively analyzed covering the spectrum of aspects mentioned by the teachers and its relation to aspects of teachers’ expertise. The analyses showed that teachers notice and mention a great number of aspects that were either directly observable in the video-clip shown, or could be identified using the given information. In addition, it is pointed out that teachers with high professional knowledge notice possible reasons for a student’s error more accurately, while teachers with low professional knowledge focus on aspects that are not directly connected to the student’s learning.
dc.languageEN
dc.publisherSpringer Publishing Company
dc.titleA situated approach to assess teachers‘ professional competencies using classroom videos
dc.typeChapter
dc.creator.authorBlömeke, Sigrid
dc.creator.authorHoth, Jessica
dc.creator.authorKaiser, Gabriele
dc.creator.authorDöhrmann, Martina
dc.creator.authorKönig, Johannes
cristin.unitcode185,18,7,0
cristin.unitnameCentre for Educational Measurement
cristin.ispublishedtrue
cristin.fulltextpostprint
dc.identifier.cristin1625576
dc.identifier.bibliographiccitationinfo:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.btitle=Mathematics Teachers Engaging with Representations of Practice: A dynamically evolving field&rft.spage=23&rft.date=2018
dc.identifier.startpage23
dc.identifier.endpage45
dc.identifier.pagecount172
dc.identifier.doihttps://doi.org/10.1007/978-3-319-70594-1_3
dc.identifier.urnURN:NBN:no-72816
dc.type.documentBokkapittel
dc.type.peerreviewedPeer reviewed
dc.source.isbn978-3-319-70593-4
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/69672/4/Hoth_ICME_monograph_reviewed_fin.pdf
dc.type.versionAcceptedVersion
cristin.btitleMathematics Teachers Engaging with Representations of Practice: A dynamically evolving field


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