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Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach

Teaching and teacher education, 2014-02, Vol.38, p.76-88

2014

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Investigating teachers' job satisfaction, stress and working environment: The roles of self‐efficacy and school leadership

Psychology in the schools, 2023-03, Vol.60 (3), p.679-690

2023

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The openness-fluid-crystallized-intelligence (OFCI) model and the environmental enrichment hypothesis

Intelligence (Norwood), 2019-03, Vol.73, p.30-40

2019

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Relationship between pre-service mathematics teachers' knowledge, beliefs and instructional practices in China

ZDM, 2020-05, Vol.52 (2), p.281-294

2020

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Relationship Between Chinese Mathematics Teachers’ Knowledge and Their Professional Noticing

International journal of science and mathematics education, 2021-04, Vol.19 (4), p.815-837

2021

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About the Complexities of Video-Based Assessments: Theoretical and Methodological Approaches to Overcoming Shortcomings of Research on Teachers’ Competence

International journal of science and mathematics education, 2015-04, Vol.13 (2), p.369-387

2015

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Family background, entry selectivity and opportunities to learn: What matters in primary teacher education? An international comparison of fifteen countries

Teaching and teacher education, 2012, Vol.28 (1), p.44-55

2012

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Effects of observation mode on ratings of teaching quality in secondary mathematics classrooms

ZDM, 2024-10, Vol.56 (5), p.789-800

2024

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Professional Noticing of Mathematics Teachers: a Comparative Study Between Germany and China

International journal of science and mathematics education, 2019-06, Vol.17 (5), p.943-963

2019

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Effects of Mathematics Content Knowledge on Pre-school Teachers’ Performance: a Video-Based Assessment of Perception and Planning Abilities in Informal Learning Situations

International journal of science and mathematics education, 2015-04, Vol.13 (2), p.267-286

2015

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The links between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom

Educational studies in mathematics, 2021-05, Vol.107 (1), p.189-212

2021

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Assessment of teacher knowledge across countries: a review of the state of research

ZDM, 2012-07, Vol.44 (3), p.223-247

2012

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Teacher Education Effectiveness: Quality and Equity of Future Primary Teachers’ Mathematics and Mathematics Pedagogical Content Knowledge

Journal of teacher education, 2011-03, Vol.62 (2), p.154-171

2011

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Before, During, and After Examination: Development of Prospective Preschool Teachers' Mathematics-Related Enjoyment and Self-Efficacy

Scandinavian journal of educational research, 2019-06, Vol.63 (4), p.506-519

2019

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Early Career Mathematics Teachers’ General Pedagogical Knowledge and Skills: Do Teacher Education, Teaching Experience, and Working Conditions Make a Difference?

International journal of science and mathematics education, 2015-04, Vol.13 (2), p.331-350

2015

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Evidence-based CPD: Scaling up sustainable interventions

ZDM, 2015-03, Vol.47 (1), p.1-12

2015

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Cognitive, educational and psychological determinants of prospective preschool teachers' beliefs

European early childhood education research journal, 2017-11, Vol.25 (6), p.885-903

2017

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Measuring Chinese teacher professional competence: Adapting and validating a German framework in China

Journal of curriculum studies, 2018-01, Vol.50 (5), p.638-653

2018

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General pedagogical knowledge of future middle school teachers: On the complex ecology of teacher education in the United States, Germany, and Taiwan

Journal of teacher education, 2011-03, Vol.62 (2), p.188-201

2011

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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

International journal of science and mathematics education, 2013-08, Vol.11 (4), p.1029-1048

2013

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Content, Professional Preparation, and Teaching Methods: How Diverse Is Teacher Education across Countries?

Comparative education review, 2012-11, Vol.56 (4), p.684-714

Blomeke, Sigrid

2012

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Resolving the chicken-or-egg causality dilemma: The longitudinal interplay of teacher knowledge and teacher beliefs

Teaching and teacher education, 2014-01, Vol.37, p.130-139

2014

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The conceptualisation of mathematics competencies in the international teacher education study TEDS-M

ZDM, 2012-07, Vol.44 (3), p.325-340

2012

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Teacher Change During Induction: Development of Beginning Primary Teachers’ Knowledge, Beliefs and Performance

International journal of science and mathematics education, 2015-04, Vol.13 (2), p.287-308

2015

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Diagnostic competence of primary school mathematics teachers during classroom situations

ZDM, 2016-04, Vol.48 (1-2), p.41-53

2016

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Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach

Investigating teachers' job satisfaction, stress and working environment: The roles of self‐efficacy and school leadership

The openness-fluid-crystallized-intelligence (OFCI) model and the environmental enrichment hypothesis

Relationship between pre-service mathematics teachers' knowledge, beliefs and instructional practices in China

Relationship Between Chinese Mathematics Teachers’ Knowledge and Their Professional Noticing

About the Complexities of Video-Based Assessments: Theoretical and Methodological Approaches to Overcoming Shortcomings of Research on Teachers’ Competence

Family background, entry selectivity and opportunities to learn: What matters in primary teacher education? An international comparison of fifteen countries

Effects of observation mode on ratings of teaching quality in secondary mathematics classrooms

Professional Noticing of Mathematics Teachers: a Comparative Study Between Germany and China

Effects of Mathematics Content Knowledge on Pre-school Teachers’ Performance: a Video-Based Assessment of Perception and Planning Abilities in Informal Learning Situations

The links between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom

Assessment of teacher knowledge across countries: a review of the state of research

Teacher Education Effectiveness: Quality and Equity of Future Primary Teachers’ Mathematics and Mathematics Pedagogical Content Knowledge

Before, During, and After Examination: Development of Prospective Preschool Teachers' Mathematics-Related Enjoyment and Self-Efficacy

Early Career Mathematics Teachers’ General Pedagogical Knowledge and Skills: Do Teacher Education, Teaching Experience, and Working Conditions Make a Difference?

Evidence-based CPD: Scaling up sustainable interventions

Cognitive, educational and psychological determinants of prospective preschool teachers' beliefs

Measuring Chinese teacher professional competence: Adapting and validating a German framework in China

General pedagogical knowledge of future middle school teachers: On the complex ecology of teacher education in the United States, Germany, and Taiwan

WHEN IS A SCHOOL ENVIRONMENT PERCEIVED AS SUPPORTIVE BY BEGINNING MATHEMATICS TEACHERS? EFFECTS OF LEADERSHIP, TRUST, AUTONOMY AND APPRAISAL ON TEACHING QUALITY

Content, Professional Preparation, and Teaching Methods: How Diverse Is Teacher Education across Countries?

Resolving the chicken-or-egg causality dilemma: The longitudinal interplay of teacher knowledge and teacher beliefs

The conceptualisation of mathematics competencies in the international teacher education study TEDS-M

Teacher Change During Induction: Development of Beginning Primary Teachers’ Knowledge, Beliefs and Performance

Diagnostic competence of primary school mathematics teachers during classroom situations

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