This study aimed to examine whether principles of effective teaching constitute essential criteria for a systematic and successful analysis of lessons. After watching a video of a complete lesson, the participants (each of nine experienced and pre-service teachers) were asked to analyse this lesson in terms of effectiveness for pupils' learning in…

Different conceptualizations exist about the components of the knowledge teachers need to teach mathematics with professional consciousness, and a researcher needs to describe and assess that knowledge. The fact, however, is that different conceptualizations respond to different needs, and thus, the variety is even a chance to develop the field…

Teacher competence is crucial for quality of teaching and learner achievement. Competency models and competence measurement are prevalent in domains such as the natural sciences and lacking in others. We conducted our research in the field of business and economics education by focusing on the accounting domain because it is key to a deep…

For more than two decades, three components of teacher knowledge have been discussed, namely, content knowledge (CK), pedagogical content knowledge (PCK), and general pedagogical knowledge (GPK). Although there is a growing body of analytic clarification and empirical testing with regard to CK and PCK, especially with a focus on mathematics…

In both the United States and Europe, concerns have been raised about whether preservice and in-service training succeeds in equipping teachers with the professional knowledge they need to deliver consistently high-quality instruction. This article investigates the significance of teachers' content knowledge and pedagogical content knowledge for…

The relation between teaching, instruction and children's learning arises whenever models of the teaching-learning process are discussed or whenever problems of learning occur. Despite massive research efforts we still know little about how differences in learning activities are related to students' learning. The primacy of teachers and teaching…