Lesson planning is a challenge for teachers. However, the measurement and modelling of teachers' competence to plan lessons has received little attention. Especially, the question of which aspects are of central importance remains largely unresolved. The study aims to measure the challenge of structuring a lesson as an aspect of the…

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…

This literature review examined approximately 10000 titles in five representative journals in education. It is conducted at two levels. Section A identified the preferred terms and metaphors to describe teachers at different expertise levels. Results indicated a great inconsistency in terms of terminology as well as definition of the same terms or…

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…

Rating scales are a popular item format used in many types of assessments. Yet, defining which rating is correct often represents a challenge. Using expert ratings as benchmarks is one approach to ensuring the quality of a rating instrument. In this paper, such expert ratings are analyzed in detail taking a video-based test instrument of teachers'…

Recent research on the professional competencies of mathematics teachers, which has been carried out during the last decade, is characterized by different theoretical approaches on the conceptualization and evaluation of teachers' professional competencies, namely cognitive versus situated approaches. Building on the international IEA Teacher…

The study presented in the paper has the following goals. The first is to review and compare teacher competence frameworks developed in Eastern (Chinese) and Western (German) contexts, exemplified for the domain of mathematics. Major similarities of the two contexts could be reconstructed in the conceptualization of teacher competence as a…

Research on teacher noticing in the field of mathematics education research has increased in the last decade; however, only a few studies have investigated the social and cultural impact on teachers' noticing. This paper describes results of an international comparative study on (in-service) mathematics teachers' professional noticing in China and…

As in many countries worldwide, as part of the consequences of the COVID-19 pandemic lockdown schools in Germany closed in March 2020 and only partially re-opened in May. Teachers were confronted with the need to adapt to online teaching. This paper presents the results of a survey of early career teachers conducted in May and June 2020. First, we…

This article proposes a new research approach to teachers' lesson planning. While numerous guidelines have been dominating lesson planning as an object of teacher education, we utilize teacher cognition and expertise research to view lesson planning from a different perspective: We argue that lesson planning typically demands specific cognitive…

The paper presents results from a computer-based assessment in which 171 early career mathematics teachers from Germany were asked to anticipate typical student errors on a given mathematical topic and identify them under time constraints. Fast and accurate perception and knowledge-based judgments are widely accepted characteristics of teacher…

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…

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)…

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…