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Uncovering predictors of disagreement: ensuring the quality of expert ratings. (English)
ZDM, Math. Educ. 48, No. 1-2, 83-95 (2016).
Classification: D20 D69 C49
1
Teacher professional knowledge and classroom management: on the relation of general pedagogical knowledge (GPK) and classroom management expertise (CME). (English)
ZDM, Math. Educ. 48, No. 1-2, 139-151 (2016).
Classification: C70 C49 U89
2
Diagnostic competence of primary school mathematics teachers during classroom situations. (English)
ZDM, Math. Educ. 48, No. 1-2, 41-53 (2016).
Classification: C70 D60 C49 D39
3
Early career teachers’ ability to focus on typical students errors in relation to the complexity of a mathematical topic. (English)
ZDM, Math. Educ. 48, No. 1-2, 55-67 (2016).
Classification: C49 D70 D69
4
How situation-related is the competence of teachers? On the generalisability of the results of video-based performance tests. (Wie situationsbezogen ist die Kompetenz von Lehrkräften? Zur Generalisierbarkeit der Ergebnisse von videobasierten Performanztests.) (German. English summary)
Z. Päd. 61, No. 3, 310-327 (2015).
Classification: C70 C49
5
About the complexities of video-based assessments: theoretical and methodological approaches to overcoming shortcomings of research on teachers’ competence. (English)
Int. J. Sci. Math. Educ. 13, No. 2, 369-387 (2015).
Classification: D69 U89 D20 B50 C49
6
Early career mathematics teachers’ general pedagogical knowledge and skills: do teacher education, teaching experience, and working conditions make a difference? (English)
Int. J. Sci. Math. Educ. 13, No. 2, 331-350 (2015).
Classification: D69 C39 C49 C69
7
Teacher change during induction: development of beginning primary teachers’ knowledge, beliefs and performance. (English)
Int. J. Sci. Math. Educ. 13, No. 2, 287-308 (2015).
Classification: C39 C49 C29
8
Professional knowledge of (prospective) mathematics teachers ‒ its structure and development. (English)
Liljedahl, Peter (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 1. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-361-6/v.1). 35-50 (2014).
Classification: D39 C39 B50
9
Is teachers’ general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach. (English)
Teach. Teach. Educ. 38, 76-88 (2014).
Classification: C70 C39 C49
10
Does school experience matter for future teachers’ general pedagogical knowledge? (English)
Blömeke, Sigrid (ed.) et al., International perspectives on teacher knowledge, beliefs and opportunities to learn. TEDS-M results. Dordrecht: Springer (ISBN 978-94-007-6436-1/hbk; 978-94-007-6437-8/ebook). Advances in Mathematics Education, 415-428 (2014).
Classification: C39 D39 D49
11
Teacher education effectiveness: quality and equity of future primary and future lower secondary teachers’ general pedagogical knowledge. (English)
Blömeke, Sigrid (ed.) et al., International perspectives on teacher knowledge, beliefs and opportunities to learn. TEDS-M results. Dordrecht: Springer (ISBN 978-94-007-6436-1/hbk; 978-94-007-6437-8/ebook). Advances in Mathematics Education, 187-206 (2014).
Classification: B50 D39 C39
12
SMART Notebook and SMART MathTools ‒ how mathematics gets into the whiteboard. (SMART Notebook und SMART MathTools ‒ Wie die Mathematik ins Whiteboard kommt.) (German)
Ruppert, Markus (ed.) et al., Technologien im Mathematikunterricht. Eine Sammlung von Trends und Ideen. Wiesbaden: Springer Spektrum (ISBN 978-3-658-03007-0/pbk; 978-3-658-03008-7/ebook). 53-63 (2013).
Classification: U70
13
First comes the theory, then the practice? On the acquisition of general pedagogical knowledge during initial teacher education. (English)
Int. J. Sci. Math. Educ. 11, No. 4, 999-1028 (2013).
Classification: B50 D39
14
Is pedagogical knowledge reflected in the competence-related self-assessments of future teachers? On the inter-relation between knowledge and beliefs after completing teacher training. (Spiegelt sich pädagogisches Wissen in den Kompetenzselbsteinschätzungen angehender Lehrkräfte? Zum Zusammenhang von Wissen und Überzeugungen am Ende der Lehrerausbildung.) (German. English summary)
Z. Päd. 58, No. 4, 476-491 (2012).
Classification: B50 C29 C49
15
Future teachers’ general pedagogical knowledge from a comparative perspective: does school experience matter? (English)
ZDM, Int. J. Math. Educ. 44, No. 3, 341-354 (2012).
Classification: B50 D69
16
Development of professional knowledge of education majors: a longitudinal study at five german universities. (Entwicklung von Professionswissen im Lehramtsstudium: eine Längsschnittstudie an fünf deutschen Universitäten.) (German)
Eilerts, Katja (ed.) et al., Kompetenzorientierung in Schule und Lehrerbildung. Perspektiven der bildungspolitischen Diskussion, der Bildungsforschung und der Mathematik-Didaktik. Festschrift für Hans-Dieter Rinkens. Münster: LIT Verlag (ISBN 978-3-643-11478-5/pbk). Paderborner Beiträge zur Unterrichtsforschung und Lehrerbildung 15, 201-214 (2011).
Classification: B50
17
Differences in pedagogical content knowledge of teacher students with and without mathematics (as a main subject). (Unterschiede im pädagogischen Wissens von Lehramtsstudierenden mit und ohne Mathematik.) (German)
Vásárhelyi, Eva (ed.), Beiträge zum Mathematikunterricht 2008. Vorträge auf der 42. GDM Tagung für Didaktik der Mathematik. Münster: WTM-Verlag; Münster: Martin Stein Verlag (ISBN 978-3-9811015-7-7/print edition; 978-3-9811015-8-4/CD). 165-168 (2008).
Classification: B50 D69
18
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