Autoria

Johannes König

8 obras na Biblioteca · ORCID 0000-0003-3374-9408 (abre em nova aba)

Obras na Biblioteca

Artigo 2025 Inglês

The impact of Chinese mathematics teachers’ competence on students’ affective learning outcomes and the mediating role of instructional quality

Xinrong Yang; Xiaoshuang Li; Xin Chen; Johannes König; Gabriele Kaiser

ZDM, v. 57, n. 6 · DOI 10.1007/s11858-025-01738-4
- Formação de Professores de Matemática
Acesso aberto Acessar texto completo: The impact of Chinese mathematics teachers’ competence on students’ affective learning outcomes and the mediating role of instructional quality (abre em nova aba)
Artigo 2025 Inglês

Teacher competence in inclusive mathematics education: examining the effects of an innovative professional development program on teacher noticing

Anton Bastian; Johannes König; Natalie Ross; Isabelle Klee-Schramm; Dennis Sommer; Sarah Strauß et al.

ZDM, v. 58, n. 1-2 · DOI 10.1007/s11858-025-01731-x
- Álgebra
- Formação de Professores de Matemática
Acesso aberto Acessar texto completo: Teacher competence in inclusive mathematics education: examining the effects of an innovative professional development program on teacher noticing (abre em nova aba)
Artigo 2025 Inglês

Mathematics teaching quality in classrooms of different compositions in Norway

Trude Nilsen; Bas Senden; Wangqiong Ye; Armin Jentsch; Nani Teig; Johannes König

ZDM, v. 57, n. 6 · DOI 10.1007/s11858-025-01722-y
- Formação de Professores de Matemática
Acesso aberto Acessar texto completo: Mathematics teaching quality in classrooms of different compositions in Norway (abre em nova aba)
Artigo 2025 Inglês

Teacher Noticing in Inclusive Mathematics Education: Analyzing Its Structure and Expert-Novice Differences Using a Novel Video-Based Test Instrument

Johannes König; Gabriele Kaiser; Anton Bastian; Jonas Weyers; Nils Frederik Buchholtz; Natalie Ross

ZDM: Mathematics Education, v. 57, n. 6 · DOI 10.1007/s11858-025-01723-x
- Formação de Professores de Matemática
- Inclusão
Acesso aberto Acessar texto completo: Teacher Noticing in Inclusive Mathematics Education: Analyzing Its Structure and Expert-Novice Differences Using a Novel Video-Based Test Instrument (abre em nova aba)
Artigo 2024 Inglês

Effects of teaching internships on preservice teachers’ noticing in secondary mathematics education

Anton Bastian; Johannes König; Jonas Weyers; Hans-Stefan Siller; Gabriele Kaiser

Frontiers in Education, v. 9 · DOI 10.3389/feduc.2024.1360315
- Formação de Professores de Matemática
- Práticas Pedagógicas
Download disponível Baixar PDF na fonte: Effects of teaching internships on preservice teachers’ noticing in secondary mathematics education (abre em nova aba) Acessar texto completo: Effects of teaching internships on preservice teachers’ noticing in secondary mathematics education (abre em nova aba)
Artigo 2023 Inglês

Teacher noticing in mathematics education: a review of recent developments

Jonas Weyers; Johannes König; Thorsten Scheiner; Rossella Santagata; Gabriele Kaiser

ZDM, v. 56, n. 2 · DOI 10.1007/s11858-023-01527-x

Acesso aberto Acessar texto completo: Teacher noticing in mathematics education: a review of recent developments (abre em nova aba)
Artigo 2023 Inglês

Mathematics teachers’ professional noticing: Transfer of a video-based competence assessment instrument into teacher education for evaluation purposes

Jonas Weyers; Johannes König; Benjamin Rott; Gilbert Greefrath; Katrin Vorhölter; Gabriele Kaiser

Zeitschrift für Erziehungswissenschaft, v. 26, n. 3 · DOI 10.1007/s11618-023-01159-7
- Avaliação
- Formação de Professores de Matemática
Acesso aberto Acessar texto completo: Mathematics teachers’ professional noticing: Transfer of a video-based competence assessment instrument into teacher education for evaluation purposes (abre em nova aba)
Artigo 2021 Inglês

Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers

Anton Bastian; Gabriele Kaiser; Dennis K. Meyer; Björn Schwarz; Johannes König

Educational Studies in Mathematics, v. 110, n. 2 · DOI 10.1007/s10649-021-10128-y
- Formação de Professores de Matemática
Acesso aberto Acessar texto completo: Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers (abre em nova aba)