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Direct linkSeidel, Tina; Schnitzler, Katharina; Kosel, Christian; Stürmer, Kathleen; Holzberger, Doris – Educational Psychology Review, 2021
The present study investigates teacher diagnostic skills when observing student engagement and inferring to underlying student characteristic profiles. Five student profiles as empirically determined in previous studies are selected: three incoherent (overestimating, uninterested, and underestimating) and two coherent (strong and struggling)…
Descriptors: Student Characteristics, Beginning Teachers, Experienced Teachers, Expertise
Download full textFörtsch, Christian; Sommerhoff, Daniel; Fischer, Frank; Fischer, Martin R.; Girwidz, Raimund; Obersteiner, Andreas; Reiss, Kristina; Stürmer, Kathleen; Siebeck, Matthias; Schmidmaier, Ralf; Seidel, Tina; Ufer, Stefan; Wecker, Christof; Neuhaus, Birgit J. – Education Sciences, 2018
Professional knowledge is highlighted as an important prerequisite of both medical doctors and teachers. Based on recent conceptions of professional knowledge in these fields, knowledge can be differentiated within several aspects. However, these knowledge aspects are currently conceptualized differently across different domains and projects.…
Descriptors: Physicians, Knowledge Level, Teachers, Pedagogical Content Knowledge
Seidel, Tina; Stürmer, Kathleen – American Educational Research Journal, 2014
Professional vision has been identified as an important element of teacher expertise that can be developed in teacher education. It describes the use of knowledge to notice and interpret significant features of classroom situations. Three aspects of professional vision have been described by qualitative research: describe, explain, and predict…
Descriptors: Teacher Education, Qualitative Research, Video Technology, Measures (Individuals)
Sturmer, Kathleen; Konings, Karen D.; Seidel, Tina – British Journal of Educational Psychology, 2013
Background: Teachers' professional vision includes the ability to apply general pedagogical knowledge about components of effective teaching and learning to reason about significant features of classroom practice. It requires teachers to (a) describe, (b) explain, and (c) predict classroom situations. Although the acquisition of underling…
Descriptors: Foreign Countries, Preservice Teacher Education, Teacher Education Programs, Required Courses
Lipowski, Katrin; Jorde, Doris; Prenzel, Manfred; Seidel, Tina – Professional Development in Education, 2011
International comparisons in science (and mathematics) education show the relevance of teaching quality for learning outcomes. Teacher professional development (TPD) is hence considered particularly relevant for improving teaching and learning in science. The study at hand is part of a European network initiative named Mind the Gap that explores…
Descriptors: Expertise, Qualitative Research, Teacher Effectiveness, Interviews
Blomberg, Geraldine; Sturmer, Kathleen; Seidel, Tina – Teaching and Teacher Education: An International Journal of Research and Studies, 2011
As critical component of teachers' expertise, professional vision should be developed during teacher education. Professional vision draws on subject specific and generic knowledge, however, little is known about the knowledge interplay. This study systematically investigated pre-service teachers' (n = 32 majoring in mathematics/science; n = 56 in…
Descriptors: Expertise, Video Technology, Preservice Teacher Education, Mathematics Education
