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Alexander Wedel, Christin R. Müller & Franziska Greiner. (2022) Diagnostic cases in pre-service teacher education: effects of text characteristics and empathy on text-based cognitive models. Educational Psychology 42:6, pages 694-713.
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Sébastien Chalies, Ziyin Xiong & Rebecca Matthews. (2021) Mentoring and building professional competences of pre-service teachers: theoretical proposals and empirical illustrations. Professional Development in Education 47:5, pages 796-814.
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Sylvia Y. F. Tang, Angel K. Y. Wong, Dora D.Y. Li & May M. H. Cheng. (2021) Re-conceptualising professional competence development of student teachers in initial teacher education. Research Papers in Education 36:2, pages 152-175.
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Christoph Schneider, Christopher DeLuca, Marcela Pozas & Andrew Coombs. (2020) Linking personality to teachers’ literacy in classroom assessment: a cross-cultural study. Educational Research and Evaluation 26:1-2, pages 53-74.
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Articles from other publishers (21)
Anika Radkowitsch, Daniel Sommerhoff, Michael Nickl, Elias Codreanu, Stefan Ufer & Tina Seidel. (2023) Exploring the diagnostic process of pre-service teachers using a simulation – A latent profile approach. Teaching and Teacher Education 130, pages 104172.
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Dannie Wammes, Bert Slof, Willemijn Schot & Liesbeth Kester. (2022) Teacher judgement accuracy of technical abilities in primary education. International Journal of Technology and Design Education 33:2, pages 415-438.
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Sylvia Yee Fan Tang, Eric Siu Chung Lo, Fang-Yin Yeh & May May Hung Cheng. (2023) Early career teachers thriving in the everyday challenges of teaching: understanding the relationship between professional competence and teacher buoyancy. Journal of Professional Capital and Community 8:1, pages 30-46.
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Daniel Sommerhoff, Elias Codreanu, Michael Nickl, Stefan Ufer & Tina Seidel. (2023) Pre-service teachers’ learning of diagnostic skills in a video-based simulation: Effects of conceptual vs. interconnecting prompts on judgment accuracy and the diagnostic process. Learning and Instruction 83, pages 101689.
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Michael Nickl, Sina A. Huber, Daniel Sommerhoff, Elias Codreanu, Stefan Ufer & Tina Seidel. (2022) Video-based simulations in teacher education: the role of learner characteristics as capacities for positive learning experiences and high performance. International Journal of Educational Technology in Higher Education 19:1.
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Di Wu, Chi Zhou, Yating Li & Min Chen. (2022) Factors associated with teachers' competence to develop students’ information literacy: A multilevel approach. Computers & Education 176, pages 104360.
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Dagmar Hilfert-Rüppell, Monique Meier, Daniel Horn & Kerstin Höner. (2021) Professional Knowledge and Self-Efficacy Expectations of Pre-Service Teachers Regarding Scientific Reasoning and Diagnostics. Education Sciences 11:10, pages 629.
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Ingrid Krumphals & Claudia Haagen-Schützenhöfer. (2021) Development of a Learning Environment to Enhance Preservice Physics Teachers’ Diagnostic Competence in Terms of Students’ Conceptions. Eurasia Journal of Mathematics, Science and Technology Education 17:6, pages em1972.
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Maria Kramer, Christian Förtsch, William J. Boone, Tina Seidel & Birgit J. Neuhaus. (2021) Investigating Pre-Service Biology Teachers’ Diagnostic Competences: Relationships between Professional Knowledge, Diagnostic Activities, and Diagnostic Accuracy. Education Sciences 11:3, pages 89.
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Tlekshi Yessimgaliyeva, Aigul Ageleuova, Aigul Beisenbayeva, Kulaisha Zhansugurova & Ainur Zhorabekova. (2020) RETRACTED: Forming diagnostic competence of psychology teachers in a university setting. Thinking Skills and Creativity 38, pages 100708.
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Linda J. Graham, Sonia L. J. White, Haley A. Tancredi, Pamela C. Snow & Kathy Cologon. (2020) A longitudinal analysis of the alignment between children’s early word-level reading trajectories, teachers’ reported concerns and supports provided. Reading and Writing 33:8, pages 1895-1923.
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Marvin Harks & Bettina Hannover. (2019) Wie gut kennen Lehrkräfte die Peerbeziehungen der Schülerinnen und Schüler? Eine Untersuchung von Lehramtsstudierenden im Praxissemester und erfahrenen LehrkräftenHow well do teachers know their students’ peer relationships? An investigation of student teachers and of experienced teachers. Unterrichtswissenschaft 48:2, pages 199-219.
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Alexander Wedel, Jan Pfetsch & Angela Ittel. (2020) Evidenzbasierung und Zusammenhangsanalysen in der Lehrkräftebildung. Journal für Psychologie 27:2, pages 356-381.
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Katharina Loibl, Timo Leuders & Tobias Dörfler. (2020) A Framework for Explaining Teachers’ Diagnostic Judgements by Cognitive Modeling (DiaCoM). Teaching and Teacher Education 91, pages 103059.
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Alexander Wedel, Christin R. Müller, Jan Pfetsch & Angela Ittel. 2020. Evidenzbasierung in der Lehrkräftebildung. Evidenzbasierung in der Lehrkräftebildung
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Alexander Wedel, Christin R. Müller, Jan Pfetsch & Angela Ittel. (2019) Training teachers' diagnostic competence with problem-based learning: A pilot and replication study. Teaching and Teacher Education 86, pages 102909.
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V.A. Guruzhapov, S.P. Sanina, I.V. Voronkova & L.N. Shilenkova. (2019) Diagnostic competence of teachers as a condition for overcoming academic failure of students. Journal of Modern Foreign Psychology Современная зарубежная психология 8:1, pages 43-55.
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Chunjie Zhu & Detlef Urhahne. (2018) The use of learner response systems in the classroom enhances teachers' judgment accuracy. Learning and Instruction 58, pages 255-262.
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Sophie Oudman, Janneke van de Pol, Arthur Bakker, Mirjam Moerbeek & Tamara van Gog. (2018) Effects of different cue types on the accuracy of primary school teachers' judgments of students' mathematical understanding. Teaching and Teacher Education 76, pages 214-226.
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Julia Klug, Marie-Therese Schultes & Christiane Spiel. (2018) Assessment at school – Teachers' diary-supported implementation of a training program. Teaching and Teacher Education 76, pages 298-308.
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Sébastien Chaliès. (2016) Tutorat et construction des compétences professionnelles par les enseignants stagiairesMentoring pre-service teachers and the construction of their professional competences: theoretical proposals and empirical illustrations. Recherche & formation:1, pages 33-48.
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