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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 4 of 4 1 The influence of learning opportunities during initial teacher education on the pedagogical knowledge of pre-service EFL teachers Tachtsoglou, Sarantis; Koenig, Johannes. - : WAXMANN VERLAG GMBH, 2018 BASE Show details 2 Perception of student errors under time limitation: are teachers faster than mathematicians or students? Pankow, Lena; Kaiser, Gabriele; König, Johannes; Blomeke, Sigrid. - : SPRINGER HEIDELBERG, 2018 Abstract: The ability to offer constructive feedback to students concerning their errors is an indispensable requirement for mathematics teachers, for the purpose of providing cognitively challenging learning opportunities. However, if they are to react adequately, teachers need to identify student errors immediately. The fast perception of student errors can therefore be described as an indispensable part of mathematics teachers' professional competence. Data on this facet of teacher competence were gathered as part of a national follow-up-study of the IEA's international TEDS-M (Teacher Education and Development Study in Mathematics) that used a time-limited test to measure teachers' perception of student errors. This paper aims to provide evidence for the validity of the test interpretation of fast student-error perception as an indicator of professional competence by drawing on contrast groups already used in other studies. Overall, the study could support the validity of the test interpretation because the chosen contrast groups were found to perform either better than the tested teachers-as is the case for the contrast group of mathematicians-or more poorly, as is the case for the group of students. Furthermore, the present study shows that the competence facet of fast student error perception is closer to the domain of teachers' mathematical content knowledge than it is to the domain of teachers' mathematics pedagogical content knowledge. Keyword: ddc:370 URL: https://kups.ub.uni-koeln.de/17923/ BASE Hide details 3 General pedagogical knowledge versus pedagogical content knowledge? The structure of professional knowledge in pre-service teachers of German, English, and Mathematics at university Koenig, Johannes; Doll, Joerg; Buchholtz, Nils. - : VS VERLAG SOZIALWISSENSCHAFTEN-GWV FACHVERLAGE GMBH, 2018 BASE Show details 4 Professionelle Kompetenzen von (angehenden) Lehrkräften zum basalen Lesen- und Schreibenlernen – ein interdisziplinäres Projekt Hanke, Petra; König, Johannes; Becker-Mrotzek, Michael. - : Springer Link, 2018 BASE Show details

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