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 …
knowledge as one of the most important parameters of the quality of mathematics teaching …
Can modelling be taught and learnt? Some answers from empirical research
W Blum - Trends in teaching and learning of mathematical …, 2011 - Springer
This chapter deals with empirical findings on the teaching and learning of mathematical
modelling, with a focus on grades 8–10, that is, 14–16-year-old students. The emphasis lies …
modelling, with a focus on grades 8–10, that is, 14–16-year-old students. The emphasis lies …
Teachers' content knowledge and pedagogical content knowledge: The role of structural differences in teacher education
T Kleickmann, D Richter, M Kunter… - Journal of teacher …, 2013 - journals.sagepub.com
Pedagogical content knowledge (PCK) and content knowledge (CK) are key components of
teacher competence that affect student progress. However, little is known about how teacher …
teacher competence that affect student progress. However, little is known about how teacher …
Teachers' professional vision, pedagogical content knowledge and beliefs: On its relation and differences between pre-service and in-service teachers
N Meschede, A Fiebranz, K Möller… - Teaching and teacher …, 2017 - Elsevier
This study explores the structure of teacher cognition by investigating the relation of
teachers' professional vision with pedagogical content knowledge and beliefs in the domain …
teachers' professional vision with pedagogical content knowledge and beliefs in the domain …
Teachers' mathematical knowledge, cognitive activation in the classroom, and student progress
In both the United States and Europe, concerns have been raised about whether preservice
and in-service training succeeds in equipping teachers with the professional knowledge …
and in-service training succeeds in equipping teachers with the professional knowledge …
[图书][B] Professionelle Kompetenz von Lehrkräften: Ergebnisse des Forschungsprogramms COACTIV
Lehrkräfte sind die zentralen Akteure bei der Gestaltung des Unterrichts. Sie steuern,
welche Ziele im Unterricht verfolgt werden, wie der Unterricht organisatorisch und inhaltlich …
welche Ziele im Unterricht verfolgt werden, wie der Unterricht organisatorisch und inhaltlich …
On the quest for validity: Testing the factor structure and measurement invariance of the technology-dimensions in the Technological, Pedagogical, and Content …
Abstract The Technological, Pedagogical, and Content Knowledge (TPACK) framework–a
framework which proposes a set of knowledge domains that are essential for effective …
framework which proposes a set of knowledge domains that are essential for effective …
Pedagogical content knowledge and content knowledge of secondary mathematics teachers.
Drawing on the work of LS Shulman (1986), the authors present a conceptualization of the
pedagogical content knowledge and content knowledge of secondary-level mathematics …
pedagogical content knowledge and content knowledge of secondary-level mathematics …
Konzeptualisierung und Testkonstruktion zum fachbezogenen Professionswissen von Mathematiklehrkräften
Das professionelle Wissen ist unbestreitbar ein zentraler Kompetenzaspekt von Lehrkräften.
Dass die Beschäftigung mit dem Professionswissen in einer Studie wie COACTIV sogar …
Dass die Beschäftigung mit dem Professionswissen in einer Studie wie COACTIV sogar …
[图书][B] TEDS-M 2008. Professionelle Kompetenz und Lerngelegenheiten angehender Primarstufenlehrkräfte im internationalen Vergleich
TEDS-M 2008, die Teacher Education and Development Study der IEA, ist die erste
internationale Vergleichsstudie, die Ergebnisse des tertiären Bildungsbereichs systematisch …
internationale Vergleichsstudie, die Ergebnisse des tertiären Bildungsbereichs systematisch …