We designed a video-based intervention to prepare preservice teachers to deal with classroom disruptions. Using tandem cases, we produced staged videos showing a functional scenario, in which a teacher deals effectively with disruptive behaviour, and a dysfunctional scenario, in which a teacher's behaviour leads to the escalation and spread of the…

Background: Many students have incomplete or incorrect perceptions of science and scientists. These simplified images, mediated by media or influential agents of socialisation, result in common stereotypes. Especially for occupational choices it is important to convey an authentic image about science and scientists. Purpose: One manner to convey…

Teachers are confronted with multiple stimuli during instruction. To teach responsively, they must be able to identify and address classroom incidents that are critical for student learning. In the literature, the term "noticing" is used to refer to teachers' perception and interpretation of such incidents, as well as the associated…

Professional vision is a key ability in the professional development of pre- and in-service teachers as it determines how professionals perceive and interpret situations. The aim of this study was to conceptualize an instrument for professional vision focusing on formative assessment in the context of scientific inquiry. This focus is highly…

This study conducted a quantitative study analysis of teacher competence in linguistically responsive teaching (LRT). To assess performance-oriented competence, we used a test instrument with video vignettes and corresponding items based on situation-specific skills "perception" (What do you perceive?) and "decision-making"…

Two different tools for assessing pedagogical content knowledge (PCK) of mathematics teachers used in the framework of the COACTIV study are systematically compared in this paper, namely the paper-and-pencil test consisting of items on the three facets "knowledge of explaining and representation," "knowledge of student thinking and…

Measuring teachers' skills to carry out the complex tasks required in teaching is an important means of evaluating the effectiveness of teacher education but remains a challenging activity to conduct in practice. It is necessary to optimise approaches for usability and effectiveness along a continuum from low-effort and low-authenticity measures…

In 2008, we decided to investigate error learning processes in German vocational schools. Our focus was on accounting education because accounting is a central topic in commercial vocational education, and it is known to be error-prone. We therefore wanted to learn more about how well teachers diagnose student errors and how they react after…

The monitoring by teachers of collaborative, cognitive, and meta-cognitive student activities in collaborative learning is crucial for fostering beneficial student interaction. In a quasi-experimental study, we trained pre-service teachers (N = 74) to notice behavioral indicators for these three dimensions of student activities. Video clips of…

Decision-making in socioscientific issues (SSI) constitutes a real challenge for both biology teachers and learners. The assessment of students' performances in SSIs constitutes a problem, especially for biology teachers. The study at hand was conducted in Germany and uses a qualitative approach following the research procedures of grounded theory…

Mobile technologies have been described as 'boundary' objects which enable teachers and learners to transcend many of the barriers such as rigid schedules and spaces which have hitherto characterised traditional forms of education. However, educators need to better understand how to design learning scenarios which genuinely exploit the unique…

This article draws on memory studies and media studies to explore how memory practices unfold in schools today. It explores history education as a media-saturated cultural site in which particular social orderings and categorizations emerge as commonsensical and others are contested. Describing vignettes from ethnographic fieldwork in German…

This paper addresses an important task teachers face in class: the identification and support of creative and high-achieving students. In particular, we examine whether primary teachers (1) have acquired professional knowledge during teacher education that is necessary to foster creativity and to teach high-achieving students, and whether they (2)…