The term 'digital resources' is increasingly used in educational research to describe the specific knowledge and skills that constitute teachers' professional digital competence. Educational policy documents, including the European Framework for the Digital Competence of Educators (DigCompEdu), deploy the term to reaffirm teachers' need for…

It is widely assumed that teachers play a key role in providing high-quality learning opportunities to students and fostering students' learning. Yet it is still unclear how specific teacher knowledge facets as part of their professional competence contribute to classroom processes and learning outcomes. Focusing on mathematics education at the…

This study suggests a comprehensive conceptualization of teacher knowledge for teaching early literacy in primary schools. Following the discourse on the professional knowledge of teachers, we argue that teachers' knowledge relevant to support reading and writing at the beginning of primary school education is multidimensional by nature: Teachers…

The aim of the research described in this paper was to identify qualitatively different profiles of teachers' general pedagogical knowledge (GPK) as a central component of their competence. We applied a mixed Rasch model to a sample of 462 mathematics and non-mathematics teachers who were tested using a short version of the TEDS-M test for GPK.…

In this paper we examine the relationship between teachers' knowledge, beliefs and instructional practices based on a study with 495 Chinese pre-service mathematics teachers. The results indicate that Chinese pre-service mathematics teachers tend to hold mixed beliefs about the nature of mathematics, and a constructivist view about mathematics…

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…

Lesson planning of teachers as a research field has received little attention in terms of modelling and measuring relevant competences. As an innovative measurement approach, we developed a standardised method for analysing written plans of demonstration lessons. Our focus is on the demand of pedagogical adaptivity, i.e., the ways in which lesson…

Research on the evaluation of the professional knowledge of mathematics teachers (comprising for example mathematical content knowledge, mathematics pedagogical content knowledge and general pedagogical knowledge) has become prominent in the last decade; however, the development of video-based assessment approaches is a more recent topic. This…

In this study, we examine the hypothesis that preservice teachers' teaching motivations change during the first two years of their teacher preparation. A sample of 1,779 student teachers with two time points from Austria, Germany, and Switzerland is used. Findings show that student teachers' intrinsic motivation increases, whereas their extrinsic…

The study examines the connection between domain-specific learning opportunities in English as a foreign language (EFL) teacher preparation and preservice EFL teachers' pedagogical content knowledge (PCK). Using a sample of 444 preservice EFL teachers for secondary schools, it contrasts groups at the end of the 2 phases required in German teacher…

Due to the need for measurement instruments that allow an investigation of teachers' situational cognition and thus go beyond the limited scope of classical paper-and-pencil-tests, we ask how a specific video-based measurement of teachers' classroom management expertise can provide additional information when compared with an established…

Despite an increasing research interest in subject-specific teacher knowledge, the scientific understanding regarding teachers' professional knowledge for teaching English as a foreign language (TEFL) is very limited. This study therefore applies standardized tests to directly assess content knowledge (CK), pedagogical content knowledge (PCK), and…

We examined several facets of general pedagogical knowledge and skills of early career mathematics teachers, asking how they are associated with characteristics of teacher education, teaching experience, and working conditions. Declarative general pedagogical knowledge (GPK) was assessed via a paper-and-pencil test, while early career teachers'…

Researchers have identified general pedagogical knowledge (GPK) as a relevant category of teacher knowledge. However, hardly any study has examined the relationship between GPK of teachers and the instructional quality delivered to their students. This article therefore investigates the relationship between teachers' GPK assessed via a…

Teacher education systems worldwide are confronted with the essential question of how to foster both future teachers' theoretical and practical knowledge and to adequately enable future teachers to connect their theoretical and practical knowledge for teaching. This article investigates how future teachers acquire general pedagogical knowledge…