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

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Measuring mathematics teachers’ professional competence by using video clips (COACTIV video) (2016, background): “Such tests enable researchers to measure competencies in a standardized way, allowing them to analyze a large number of participants with relatively little effort (e.g., Ball et al. 2008; Blömeke and Kaiser 2014; Döhrmann et al. 2012; Krauss et al. 2013).”
The relation between content-specific and general teacher knowledge and skills (2016, background): “Bl€ omeke, Gustafsson and Shavelson (2015) integrated research on teacher expertise into teacher knowledge frameworks and distinguished between teacher knowledge as rather stable cognitive resources generalizable across different mathematics teachingsituations on the one hand and cognitive skills wh”
Beyond Knowledge: Measuring Primary Teachers’ Subject-Specific Competences in and for Teaching Mathematics with Items Based on Video Vignettes (2015, methodology): “This holistic coding is similar to coding procedures of other approaches (e.g. interpreting, König et al., 2014; CK and PCK, Döhrmann et al., 2012; Krauss et al., 2008) but is to be distinguished from analytical approaches where each open answer is assigned multiple codes (e.g. Kersting et al., 2012”