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Die professionelle Kompetenz angehender Physiklehrkräfte in verschiedenen Ausbildungsformen
16 references·2 citing·39 second hop
Die professionelle Kompetenz angehender Physiklehrkräfte in verschiedenen Ausbildungsformen (2012)Die professionelle Kompetenz angehender P…Reflective Practitioner (2014)Reflective PractitionerHandbook of Research on Science Education (2013)Handbook of Research on Scien…Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2009)Teachers’ Mathematical Knowle…Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals (2007)Revisiting the Conceptualisat…Stichwort: Professionelle Kompetenz von Lehrkräften (2006)Stichwort: Professionelle Kom…To Parcel or Not to Parcel: Exploring the Question, Weighing the Merits (2002)To Parcel or Not to Parcel: E…Defining and selecting key competencies. (2001)Defining and selecting key co…Concept of competence: A conceptual clarification (2001)Concept of competence: A conc…A taxonomy for learning, teaching, and assessing : a revision of Bloom's taxonomy of educational objectives (2001)A taxonomy for learning, teac…A Taxonomy for Learning teaching and assessing (2001)A Taxonomy for Learning teach…Is More Ever Too Much? The Number of Indicators per Factor in Confirmatory Factor Analysis (1998)Is More Ever Too Much? The Nu…The Knower and the Known: The Nature of Knowledge in Research on Teaching (1994)The Knower and the Known: The…The role of deliberate practice in the acquisition of expert performance. (1993)The role of deliberate practi…Educating the reflective practitioner (1987)Educating the reflective prac…Those Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowled…Review of research in education (1973)Review of research in educati…Professional knowledge affects action‐related skills: The development of preservice physics teachers' explaining skills during a field experience (2020)Professional knowledge affect…Pädagogisches Wissen versus fachdidaktisches Wissen? (2017)Pädagogisches Wissen versus f…Review of Psychometric theory (2nd ed.). (1979)Sample size in factor analysis. (1999)Using Self-Report Assessment Methods to Explore Facets of Mindfulness (2006)Construct Validity of the Five Facet Mindfulness Questionnaire in Meditating and Nonmeditating Samples (2008)Specification, evaluation, and interpretation of structural equation models (2011)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Self-Efficacy: The Exercise of Control (1999)The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)Professional development across the teaching career: Teachers’ uptake of formal and informal learning opportunities (2010)The COACTIV Model of Teachers’ Professional Competence (2013)The importance of teachers' emotions and instructional behavior for their students' emotions – An experience sampling analysis (2014)Conditions of Learning (1965)The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring (1984)Flow: the psychology of optimal experience (1990)Long-term working memory. (1995)EXPERT AND EXCEPTIONAL PERFORMANCE: Evidence of Maximal Adaptation to Task Constraints (1996)Child Development and Emergent Literacy (1998)Judgment under Uncertainty (1982)Judgment Under Uncertainty: Heuristics and Biases. (1984)Handbook of research on teaching (1986)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Knowledge and Teaching:Foundations of the New Reform (1987)Testing Structural Equation Models. (1994)PISA 2012 Assessment and Analytical Framework (2013)Professional competence of teachers: Effects on instructional quality and student development. (2013)Generic dimensions of teaching quality: the German framework of Three Basic Dimensions (2018)Understanding the science experiences of successful women of color: Science identity as an analytic lens (2007)Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002 (2009)A conceptual framework for integrated STEM education (2016)Stories of Experience and Narrative Inquiry (1990)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Teaching For Quality Learning At University (1999)A Revision of Bloom's Taxonomy: An Overview (2002)The use of flipped classrooms in higher education: A scoping review (2015)A Dynamic Theory of Organizational Knowledge Creation (1994)Problems of Reliability and Validity in Ethnographic Research (1982)Economic Deprivation and Early Childhood Development (1994)Whose culture has capital? A critical race theory discussion of community cultural wealth (2005)
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References

  • 1986Those Who Understand: Knowledge Growth in Teaching18,524 cited
  • 2001A taxonomy for learning, teaching, and assessing : a revision of Bloom's taxonomy of educational objectives13,929 cited
  • 1987Educating the reflective practitioner11,394 cited
  • 1993The role of deliberate practice in the acquisition of expert performance.9,542 cited
  • 2014Reflective Practitioner8,325 cited
  • 1973Review of research in education7,699 cited
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  • 1998Is More Ever Too Much? The Number of Indicators per Factor in Confirmatory Factor Analysis1,307 cited
  • 2001Concept of competence: A conceptual clarification1,279 cited
  • 2007Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals1,195 cited
  • 2001Defining and selecting key competencies.

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  • 1994The Knower and the Known: The Nature of Knowledge in Research on Teaching927 cited
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    • 2017Pädagogisches Wissen versus fachdidaktisches Wissen?54 cited
    • 2020Professional knowledge affects action‐related skills: The development of preservice physics teachers' explaining skills during a field experience53 cited