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{{diss
 
{{diss
| name= [[Anke_Lindmeier|Anke Lindmeier]]               <!-- Name der Autorin/des Autors -->
+
| name=[[Anke_Lindmeier|Anke Lindmeier]]
 +
              <!-- Name der Autorin/des Autors -->
 
| titel = {{Modeling and Measuring Knowledge and Competencies of Teachers. A Threefold Domain-Specific Structure Model for Mathematics
 
| titel = {{Modeling and Measuring Knowledge and Competencies of Teachers. A Threefold Domain-Specific Structure Model for Mathematics
 
}}                        <!-- Titel der Dissertation (gleich dem Seitennamen) -->
 
}}                        <!-- Titel der Dissertation (gleich dem Seitennamen) -->
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and description of additional, domain-specific competencies is
 
and description of additional, domain-specific competencies is
 
the topic of this publication.
 
the topic of this publication.
 +
 
Therefore, this work proposes a model compatible with existing
 
Therefore, this work proposes a model compatible with existing
 
approaches. It consists of three components of domain-specific
 
approaches. It consists of three components of domain-specific
 
competencies: First, a basic component of mathematical and mathematical
 
competencies: First, a basic component of mathematical and mathematical
pedagogical knowledge, second, reflective competencies,
+
pedagogical knowledge, second, reflective competencies, and third, action-related competencies. In addition, it is discussed
and third, action-related competencies. In addition, it is discussed
   
how these three constructs could be operationalized. It is proposed
 
how these three constructs could be operationalized. It is proposed
 
to complement the known paper-and-pencil item formats by videoand
 
to complement the known paper-and-pencil item formats by videoand
 
computer-based formats in order to increase the validity of tests.
 
computer-based formats in order to increase the validity of tests.
 +
 
Moreover, design and results of a feasibility study with teachers
 
Moreover, design and results of a feasibility study with teachers
 
and prospective teachers from secondary level are reported. The
 
and prospective teachers from secondary level are reported. The
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