47 Result(s)
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Sigrid Blömeke
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Zukünftige Lehrpersonen und das Medienhandeln von Kindern und Jugendlichen
Kindern und Jugendlichen in der Schule den Erwerb von medienbezogenen Qualifikationen zu ermöglichen, ist in Deutschland seit langem in vielen Richtlinien und Lehrplänen als Ziel verankert. Die vorliegende Stu...
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Introduction to the issue on Empirical research on mathematics teachers and their education
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Opportunity to learn in the preparation of mathematics teachers: its structure and how it varies across six countries
Cross-national research studies such as the Program for International Student Assessment and the Third International Mathematics and Science Study (TIMSS) have contributed much to our understandings regarding ...
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Effectiveness of teacher education
Teacher-education research lacks a common theoretical basis, which prevents a convincing development of instruments and makes it difficult to connect studies to each other. Our paper models how to measure effe...
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Future teachers’ competence to plan a lesson: first results of a six-country study on the efficiency of teacher education
The study "Mathematics Teaching in the 21st Century (MT21)" focuses beyond others on the measurement of teachers’ general pedagogical knowledge (GPK). GPK is regarded as a latent construct embedded in a larger...
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Epistemological beliefs concerning the nature of mathematics among teacher educators and teacher education students in mathematics
Beliefs constitute a central part of a person’s professional competences as beliefs are crucial to the perception of situations and as they influence our choice of actions. The present article focuses on epist...
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Untersuchungen zum mathematischen und mathematikdidaktischen Wissen angehender GHR- und Gymnasiallehrkräfte
Die international-vergleichenden Studie zur Leistungsfähigkeit der Lehrerausbildung „Mathematics Teaching in the 21st Century” (MT21) zeigt für die deutsche Stichprobe auf, dass das mathematische und mathematikdi...
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The conceptualisation of mathematics competencies in the international teacher education study TEDS-M
The main aim of the international teacher education study Teacher Education and Development Study in Mathematics (TEDS-M), carried out under the auspices of the International Association for the Evaluation of ...
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Assessment of teacher knowledge across countries: a review of the state of research
This review presents an overview of research on the assessment of mathematics teachers’ knowledge as one of the most important parameters of the quality of mathematics teaching in school. Its focus is on compa...
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Future teachers’ general pedagogical knowledge from a comparative perspective: does school experience matter?
General pedagogical knowledge (GPK) is a central component of teacher knowledge. Teacher education programs in many countries therefore provide corresponding opportunities to learn (OTL), and in-school experie...
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Homogeneity or heterogeneity? Profiles of opportunities to learn in primary teacher education and their relationship to cultural context and outcomes
The curriculum of teacher education has been described as heterogeneous across countries and influenced by the context in which it is implemented. The present study investigates this potential heterogeneity by...
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Learning from the Eastern and the Western debate: the case of mathematics teacher education
Comparative studies have gained significant influence in the last decades, and school systems of many countries have been revised referring to better results of other countries in international large-scale ass...
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INTRODUCTION TO THIS SPECIAL ISSUE
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WHEN IS A SCHOOL ENVIRONMENT PERCEIVED AS SUPPORTIVE BY BEGINNING MATHEMATICS TEACHERS? EFFECTS OF LEADERSHIP, TRUST, AUTONOMY AND APPRAISAL ON TEACHING QUALITY
This study examines the hypothesis that the more support beginning mathematics teachers perceive and the better they evaluate the management of their school, the higher their teaching quality is. Indicators of...
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ASSESSING STRENGTHS AND WEAKNESSES OF TEACHER KNOWLEDGE IN ASIA, EASTERN EUROPE, AND WESTERN COUNTRIES: DIFFERENTIAL ITEM FUNCTIONING IN TEDS-M
The “Teacher Education and Development Study in Mathematics” assessed the knowledge of primary and lower-secondary teachers at the end of their training. The large-scale assessment represented the common denom...
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Die Erhebung mathematikdidaktischen Wissens – Konzeptualisierung einer komplexen Domäne
Bisherige Studien zur Erfassung des professionellen Wissens von (zukünftigen) Mathematiklehrkräften konzeptualisieren das fachdidaktische Wissen stark stoffdidaktisch, so dass empirisch in der Regel enge Zusam...
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Evidence-based CPD: Scaling up sustainable interventions
In this survey paper we approach the challenge of scaling CPD from four perspectives. First, we elaborate on crucial aspects of teacher learning and what taking the learning of these crucial aspects entails. S...
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Scaling CPD through professional learning communities: development of teachers’ self-efficacy in relation to collaboration
Whereas much is known about designing effective continuous professional development (CPD) for teachers, little is known about spillover effects of CPD by fostering collegial interactions. In this respect, the ...
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Effective CPD on a large scale: examining the development of multipliers
Much research has been conducted on exploring teacher learning and constituting Continuous Professional Development (CPD) designs for teachers. Yet, little is known about appropriate design principles of CPD f...
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Preface for the Special Issue on “Video-Based Research on Teacher Expertise”
