Artikel mit Open-Access-Mandaten - Prof. Dr. Sigrid BlömekeWeitere Informationen
Nicht verfügbar: 20
Assessment of teacher knowledge across countries: A review of the state of research
S Blömeke, S Delaney
ZDM 44 (3), 223-247, 2012
Mandate: Deutsche Forschungsgemeinschaft
Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach
J König, S Blömeke, P Klein, U Suhl, A Busse, G Kaiser
Teaching and teacher education 38, 76-88, 2014
Mandate: Deutsche Forschungsgemeinschaft
General pedagogical knowledge of future middle school teachers: On the complex ecology of teacher education in the United States, Germany, and Taiwan
J König, S Blömeke, L Paine, WH Schmidt, FJ Hsieh
Journal of teacher education 62 (2), 188-201, 2011
Mandate: Deutsche Forschungsgemeinschaft
About the complexities of video-based assessments: Theoretical and methodological approaches to overcoming shortcomings of research on teachers’ competence
G Kaiser, A Busse, J Hoth, J König, S Blömeke
International Journal of Science and Mathematics Education 13, 369-387, 2015
Mandate: Deutsche Forschungsgemeinschaft
Professional competencies of (prospective) mathematics teachers—Cognitive versus situated approaches
G Kaiser, S Blömeke, J König, A Busse, M Döhrmann, J Hoth
Educational studies in mathematics 94, 161-182, 2017
Mandate: Deutsche Forschungsgemeinschaft
Teacher education effectiveness: Quality and equity of future primary teachers’ mathematics and mathematics pedagogical content knowledge
S Blömeke, U Suhl, G Kaiser
Journal of Teacher Education 62 (2), 154-171, 2011
Mandate: Deutsche Forschungsgemeinschaft
Family background, entry selectivity and opportunities to learn: What matters in primary teacher education? An international comparison of fifteen countries
S Blömeke, U Suhl, G Kaiser, M Döhrmann
Teaching and Teacher Education 28 (1), 44-55, 2012
Mandate: Deutsche Forschungsgemeinschaft
The conceptualisation of mathematics competencies in the international teacher education study TEDS-M
M Döhrmann, G Kaiser, S Blömeke
ZDM 44 (3), 325-340, 2012
Mandate: Deutsche Forschungsgemeinschaft
When is a school environment perceived as supportive by beginning mathematics teachers? Effects of leadership, trust, autonomy and appraisal on teaching quality
S Blömeke, P Klein
International Journal of Science and Mathematics Education 11, 1029-1048, 2013
Mandate: Deutsche Forschungsgemeinschaft
Diagnostic competence of primary school mathematics teachers during classroom situations
J Hoth, M Döhrmann, G Kaiser, A Busse, J König, S Blömeke
ZDM 48, 41-53, 2016
Mandate: Deutsche Forschungsgemeinschaft
Integrating teacher education effectiveness research into educational effectiveness models
J Scheerens, S Blömeke
Educational research review 18, 70-87, 2016
Mandate: Deutsche Forschungsgemeinschaft
Early career mathematics teachers’ general pedagogical knowledge and skills: Do teacher education, teaching experience, and working conditions make a difference?
J König, S Blömeke, G Kaiser
International Journal of Science and Mathematics Education 13 (2), 331-350, 2015
Mandate: Deutsche Forschungsgemeinschaft
Homogeneity or heterogeneity? Profiles of opportunities to learn in primary teacher education and their relationship to cultural context and outcomes
S Blömeke, G Kaiser
ZDM 44 (3), 249-264, 2012
Mandate: Deutsche Forschungsgemeinschaft
Content, Professional Preparation, and Teaching Methods: How diverse is teacher education across countries?
S Blömeke
Comparative Education Review 56 (4), 684-714, 2012
Mandate: Deutsche Forschungsgemeinschaft
Future teachers’ general pedagogical knowledge from a comparative perspective: does school experience matter?
J König, S Blömeke
ZDM 44 (3), 341-354, 2012
Mandate: Deutsche Forschungsgemeinschaft
Assessing strengths and weaknesses of teacher knowledge in Asia, Eastern Europe, and Western countries: Differential item functioning in TEDS-M
S Blömeke, U Suhl, M Döhrmann
International Journal of Science and Mathematics Education 11, 795-817, 2013
Mandate: Deutsche Forschungsgemeinschaft
Uncovering predictors of disagreement: ensuring the quality of expert ratings
J Hoth, B Schwarz, G Kaiser, A Busse, J König, S Blömeke
ZDM 48, 83-95, 2016
Mandate: Deutsche Forschungsgemeinschaft
Framing the enterprise: Benefits and challenges of international studies on teacher knowledge and teacher beliefs—modeling missing Links
S Blömeke
International Perspectives on Teacher Knowledge, Beliefs and Opportunities …, 2014
Mandate: Deutsche Forschungsgemeinschaft
From teacher education to practice: Development of early childhood teachers ‘knowledge and beliefs in mathematics
L Jenssen, S Dunekacke, M Eid, M Szczesny, L Pohle, T Koinzer, K Eilerts, ...
Teaching and Teacher Education 114, 103699, 2022
Mandate: Bundesministerium für Bildung und Forschung
A question of validity: Clarifying the hierarchical nature of teacher cognition
S Blömeke, L Jenßen
Cognitive Abilities and Educational Outcomes: A Festschrift in Honour of Jan …, 2017
Mandate: Bundesministerium für Bildung und Forschung
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