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

By Johannes Alexander König, Sigrid Blömeke, Patricia Klein, Ute Suhl, Andreas Busse, Gabriele Kaiser. 2014

271 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/f65e1fed3702cadc31a0a0c65b171f0cc06e7695

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Citations in the corpus

Teacher noticing: enlightening or blinding? (2016, background): “…and practitioners in mathematics education, there is actually quite a collection of contributions on the notion of teacher noticing (Jacobs, Lamb, & Philipp, 2010; Kaiser, Busse, Hoth, König, & Blömeke, 2015; König et al., 2014; Sherin, Jacobs, & Philipp, 2011b; Star & Strickland, 2008).”
Beyond Knowledge: Measuring Primary Teachers’ Subject-Specific Competences in and for Teaching Mathematics with Items Based on Video Vignettes (2015, methodology): “Further approaches use video vignettes as stimulus and measure teachers’ noticing or perceptions with Likert scales (König et al., 2014; Seidel & Stürmer, 2014).”
Teachers’ professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout (2016, background): “…(in addition to pre-service) teachers’ GPK, self-efficacy, and burnout are important, because these beliefs and competencies can vary substantially across teachers’ professional lifespan (ARB, 2014; Klassen & Chiu, 2010; Klusmann et al., 2012; K€onig et al., 2014; Schwarzer & Hallum, 2008).”
Beyond dichotomies: Competence viewed as a continuum (2015, background): “A study by Blömeke et al. (in press), for example, found that mathematics teachers’ perception accuracy of classroom situations and speedy recognition of students’ errors are influenced by their knowledge acquired during teacher education (see also König et al., 2014).”
Measuring mathematics teachers’ professional competence by using video clips (COACTIV video) (2016, background): “Their application in measuring professional competence, however, has attracted growing interest only in the last decade (e.g., Kersting et al. 2012; Knievel et al. 2015; König et al. 2014; Stürmer and Seidel 2015).”