Gerhard Kaiser

Biographic Data

ID1130161
NAMEGerhard Kaiser
GIVEN NAMESGerhard
FAMILY NAMEKaiser
SIGNATUREKAISER G
AFFILIATIONSUniversität Hamburg
ORCID0000-0002-6239-0169
VERIFIEDYes
TOTAL WORKS43
TOTAL CITATIONS66
WORKS AS AUTHOR40
WORKS AS EDITOR3
FIRST PUBLICATION YEAR1966
LATEST PUBLICATION YEAR2026
H-INDEX5

  • Secondary School Students’ Motivation Profiles and Their Relations with Academic Emotions in Mathematics

    Open AccessXiaoli Lu, Xin Chen et al.ARTICLEInternational Journal of Science…2026

    The understanding of students’ motivation in mathematics and its relation to emotional aspects is still limited in the discourse on motivational and emotional aspects of school students’ mathematical learning. This study addresses this gap by exploring the relationship between motivation and emotions in mathematics, grounded in the Expectancy-Value Theory (EVT) and Control-Value Theory (CVT). Using Latent Profile Analysis with a sample of 1,999 G…

  • The influence of teachers’ dispositions on their use of mathematical problem-solving tasks

    Open AccessAnn-Kristin Glegola, Armin Jentsch et al.ARTICLEJournal of Mathematics Teacher…2026

    Mathematical tasks play a central role in shaping students’ opportunities to engage in complex cognitive processes such as mathematical problem solving. While previous research has highlighted the importance of teachers’ professional competence for instructional quality, less is known about how different facets of teachers’ dispositions jointly relate to the selection of tasks with high problem-solving potential. This study investigates how combi…

  • The relationship between opportunities to learn in teacher education and Chinese preservice teachers’ professional competence

    Open AccessXinrong Yang, Jun Deng et al.ARTICLEJournal of Curriculum Studies2026

    Although research on the relationship between opportunities to learn (OTL) in teacher preparation and preservice teachers' learning outcomes, including aspects of their knowledge, has significantly increased in recent years, the relationship between OTL and preservice secondary school teachers' cognitive competence and, particularly, the situated aspect of competence, in Mainland China remain poorly understood. This paper examines this associatio…

  • Using AI chatbots to facilitate mathematics preservice teachers’ noticing skills

    Open AccessAnton Bastian, Nils Buchholtz et al.ARTICLEFrontiers in Education2025

    The ability to notice and interpret relevant aspects of classroom interactions is central to effective teaching and plays a critical role in teachers’ professional development. This study investigated the development and testing of an AI chatbot (NiCo) designed to support preservice teachers’ noticing skills. The chatbot was built using the GPT-4o model and included a meta-prompt that focused on structured support and providing feedback based. Th…

  • Using Generalizability Theory to examine the effects of presentation order on classroom observation scores

    Open AccessArmin Jentsch, Bas Senden et al.ARTICLEFrontiers in Education2025

    Background Scores from classroom observations serve as important pieces of information for educational researchers, practitioners, and policymakers. However, scoring procedures typically remain untested. This study aims to investigate the effect of sequential and nonsequential scoring of lesson segments from videotaped Norwegian mathematics and science classrooms. Methods Using a cross-over design, we randomly assigned four raters to score 30 vid…

  • Berufsidentität von angehenden Grundschullehrkräften im Bachelorstudium. Längsschnittliche Analysen zu Veränderungen und zu Zusammenhängen mit Studierendenmerkmalen

    Open AccessDennis Sommer, Jörg Doll et al.ARTICLEZeitschrift für Erziehungswissensch…2025References: 8

    In dieser Längsschnittstudie mit zwei Messzeitpunkten wird die Veränderung der Berufsidentität von angehenden Grundschullehrkräften untersucht. Mithilfe eines Online-Fragebogens wurden Daten von Grundschullehramtsstudierenden mit den Fächern Mathematik und Deutsch zu Beginn ihres Studiums ( N = 151) und nach vier Semestern ( N = 101) erhoben. Die Ergebnisse zeigen, dass sich die beruflichen Selbst- und Idealbilder im Laufe der Zeit veränderten, w…

  • Protestpop und Krautrock

    Open AccessMarkus Joch, Christoph Jürgensen et al.EDITORBOOKProtestpop und Krautrock2024

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

    Open AccessAnton Bastian, Johannes König et al.ARTICLEFrontiers in Education2024

    In this study, we examined the effects of teaching internships and related opportunities to learn, such as conducting lessons or reflecting on teaching practice, on the three facets of teacher noticing, perception, interpretation, and decision-making. Cross-lagged effects of these facets were examined to include reciprocal influences of the facets on each other and to facilitate insights into the development of teacher noticing and how its three …

  • Design and validation of initial diagnostic tests for preservice teachers as a tool for teacher education effectiveness

    Open AccessSandra Cruz, Daniela Jiménez et al.ARTICLEJournal of Curriculum Studies2024

    Teacher education quality and effectiveness have been at the centre of policy discussions in the last decades. As part of efforts to improve teacher preparation, law 20.903 requires Chilean universities to design and apply diagnostic tests assessing the construct of their choice to all first-year preservice teachers. Based on these results, universities must design strategies to support their students. However, universities are facing challenges …

  • Adapting german instruments and validating their use to measure chilean mathematics teachers’ professional competence

    Open AccessFarzaneh Saadati, Macarena Larrain et al.ARTICLEJournal of Curriculum Studies2024

    Improving the effectiveness of teacher professional development programmes is crucial for enhancing education, and assessing teacher professional competence is vital. This study aimed at adapting and validating instruments originally developed in Germany as part of a follow-up study to TEDS-M (Teacher Education Development Study-Mathematics), intending to present a valid instrument that can measure professional competence among Chilean teachers. …

  • Professional identity of pre-service teachers

    Open AccessDennis Meyer, Dennis K Meyer et al.ARTICLEFrontiers in Education2023

    In this study, we investigated the professional identities of 490 pre-service teachers (PSTs) at the University of Hamburg, Germany. By distributing 100 percentage points, the PSTs assessed the relevance of the roles of subject specialist (SS), didactician (DD), and pedagogue (PD) for themselves currently (actual identity) and for an ideal teacher in different school types (designated identity). A theory-based non-hierarchical cluster analysis di…

  • Mathematics teachers’ professional noticing

    Open AccessJonas Weyers, Johannes König et al.ARTICLEZeitschrift für Erziehungswissensch…2023

    Teacher noticing has become widely accepted as a principal component of teacher competence; it is supported during university teacher education in many activities. However, only a few high-quality standardized measurement instruments exist that capture noticing and allow valid interpretations of how its development depends on factors within university teacher education. The present study is based on a video-based test instrument that has been dev…

  • Nachruf für Prof.in Dr.in Sigrid Blömeke (1965–2023), Universitätsprofessorin und Leiterin des Centre for Educational Measurement (Cemo) an der Universität Oslo, Norwegen

    Open AccessGerhard Kaiser, Johannes KönigARTICLEZeitschrift für Erziehungswissensch…2023

  • Investigating teachers' job satisfaction, stress and working environment

    Open AccessArmin Jentsch, Frances Hoferichter et al.ARTICLEPsychology in the Schools2023

    This study investigates the relations between working environment and teachers' job satisfaction, perceived work‐related stress, as well as work‐related self‐efficacy. The sample consisted of 226 mathematics teachers from German secondary schools. About 55% were female and they had been teaching for 13 years on average. We used self‐reported measures to assess how teachers perceived their working environment (regarding autonomy, feedback, and soc…

  • Teacher noticing

    Open AccessJohannes König, Rossella Santagata et al.ARTICLEEducational Research Review2022

  • Opening up the black box

    Open AccessSigrid Blömeke, Armin Jentsch et al.ARTICLELearning and Instruction2022

    Existing research indicates inconsistent or at best weak predictive effects of teacher knowledge on student achievement. Data from Germany were used to examine the relation between teachers' content and pedagogical content knowledge, their perception, interpretation, and decision-making skills, the instructional quality implemented in class, and students' learning progression in mathematics. Rather than direct effects of teacher knowledge on stud…

  • Mathematics teacher learning to notice

    Open AccessRossella Santagata, Johannes König et al.ARTICLEZDM2021

    Teacher noticing has become increasingly acknowledged as a fundamental aspect of teacher professional competence. Teacher education scholars have examined how the development of noticing might be supported both in initial teacher education and in professional development. In mathematics teacher education, several studies have explored the use of video as a supporting tool for teacher noticing. It remains unclear how this body of work builds on th…

  • Hybrid content-specific and generic approaches to lesson observation

    Open AccessAriel Lindorff, Armin Jentsch et al.ARTICLEStudies In Educational Evaluation2020

  • Compendium for Early Career Researchers in Mathematics Education

    Gerhard Kaiser, Gabriele Kaiser et al.BOOKCompendium for Early Career…2019

    The purpose of this Open Access compendium, written by experienced researchers in mathematics education, is to serve as a resource for early career researchers in furthering their knowledge of the state of the field and disseminating their research through publishing. To accomplish this, the book is split into four sections: Empirical Methods, Important Mathematics Education Themes, Academic Writing and Academic Publishing, and a section Looking …

  • Beyond small, medium, or large

    Open AccessArthur Bakker, Jinfa Cai et al.ARTICLEEducational Studies in Mathematics2019

  • Frank Witzel

    Open AccessAnke Detken, Gerhard KaiserEDITORBOOKFrank Witzel2019

  • Frank Witzel

    Anke Detken, Gerhard KaiserBOOKFrank Witzel2019

  • Competence Measurement in (Mathematics) Teacher Education and Beyond

    Open AccessGerhard Kaiser, Johannes KönigARTICLEHigher Education Policy2019Cited by: 7References: 13

  • Ein Mixed-Methods-Evaluations-Ansatz zur Untersuchung von Makro-Mikro-Interaktionen

    Open AccessNils Buchholtz, Gerhard Kaiser et al.ARTICLEKZfSS Kölner Zeitschrift für…2017References: 22

  • Der Einsatz von Unterrichtsvideos in der universitären Ausbildung

    Open AccessCharlotte Krämer, Johannes König et al.ARTICLEZeitschrift für Erziehungswissensch…2017Cited by: 4References: 11