Johannes König
Biographic Data
| ID | 3829083 |
|---|---|
| NAME | Johannes König |
| GIVEN NAMES | Johannes |
| FAMILY NAME | König |
| SIGNATURE | KÖNIG J |
| AFFILIATIONS | University of Cologne |
| ORCID | 0000-0003-3374-9408 |
| VERIFIED | Yes |
| TOTAL WORKS | 67 |
| TOTAL CITATIONS | 67 |
| AUTHOR COUNT | 65 |
| EDITOR COUNT | 2 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
The influence of teachers’ dispositions on their use of mathematical problem-solving tasks: A Qualitative Comparative Analysis based on teachers’ pedagogical content knowledge and beliefs
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…
Dealing with Censored Earnings in Register Data
Earnings are often top-coded (right-censored) in administrative registers. The censoring threshold in the case of Germany is the limit value for social security contributions, leading to a substantial fraction of censoring: For example, about 12 % of male workers in West Germany are affected, rising to above 30 % for highly educated prime-aged workers. This missing right tail of the earnings distribution constitutes a major problem for researcher…
Critical Online Reasoning in der Hochschulbildung – Konzeptionelle und methodische Weiterentwicklungen und Perspektiven des internetbasierten Lernens
Zeitschrift für Erziehungswissenschaft 29 (2026) 1, S. 1-5
Using Generalizability Theory to examine the effects of presentation order on classroom observation scores
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…
Student teachers’ learning about effective classroom management: Efficacy and transfer of a video-based intervention aimed at promoting situation-specific skills and self-efficacy
Interventions in initial teacher education are designed to promote teachers’ key professional competences. However, there is currently a need to scale up such interventions to ensure that as many pre-service teachers as possible can benefit from them. This study examines a newly developed video-based intervention with respect to its efficacy in imparting situation-specific classroom management skills and teachers’ self-efficacy in relation to the…
Effectiveness of interventions in teacher education—curricular and methodological innovations
Challenges in the governance of teacher education relate to numerous decisions about how to organize and design teacher education programs (e.g., Kuhlee et al. 2014 ). This includes the creation of opportunities for pre-service and in-service teachers to learn (e.g., Cochran-Smith and Zeichner 2005 ; Flores 2016 ), focusing on new topics such as inclusive education (e.g., Rott et al. 2018 ) or digitalization (e.g., Richter et al. 2024 ). Although…
Development of the affective-motivational and cognitive domains of research competence in a research-based learning intervention
Combining theoretical and practical content is crucial for enabling (preservice) teachers to reflect on their teaching critically. To support this, practical phases emphasizing research-based learning have been embedded in initial teacher education (ITE). Research-based learning requires and develops research competence, which comprises affective-motivational and cognitive domains. However, research shows that the affective-motivational domain is…
Development of student teachers’ research competence in the context of research-based learning: A longitudinal study on the effects of an e-learning-supported intervention
Research competence is a central foundation of teachers’ professional practice and, thus, an essential goal of teacher education. Research-based learning (RBL) in the context of the long-term practicum offers a learning opportunity for student teachers to develop their research competence by planning and conducting their own research projects. However, student teachers often perceive research methods as challenging and lack the motivation to enga…
Effectiveness of interventions in teacher education: Synthesis of reviews (2010–2024)
This paper offers an overview of current research on the effectiveness of interventions in teacher education. We synthesize 27 reviews published between 2010 and 2024, comprising 510 research publications of empirical intervention studies targeting pre-service and in-service teachers’ professional learning. We applied a specific analysis category system to address five research questions concerning (1) justifications and theoretical frameworks, (…
Applying artificial intelligence in teacher education: Preservice teachers’ attitudes and reflections in using ChatGPT for teaching and learning
While artificial intelligence (AI) is increasingly used in educational settings, its integration into teacher education curricula remains limited. In spring 2023, we surveyed 1,687 preservice teachers at the University of Cologne, Germany, to examine how their self-assessed digital self-efficacy relates to their attitudes towards and use of ChatGPT in education. This is further supported by an exploration of preservice teachers’ expectations rega…
Routes to the Top
Who makes it to the top? We use the leading socio‐economic survey in Germany, supplemented by extensive data on the rich, to answer this question. We identify the key predictors for belonging to the top 1 percent of income, wealth, and both distributions jointly. Although we consider many, only a few traits matter: Entrepreneurship and self‐employment in conjunction with a sizable inheritance of company assets is the most important covariate comb…
Discontinued knowledge growth: On the Development of Teachers’ General Pedagogical Knowledge at the Transition From Higher Education Into Teaching Practice
In spite of a prominent discussion in the literature about the relationship between theory and practice in teacher education there is a lack of empirical research examining the effects on teachers' development of professional knowledge after graduating from higher education into teaching practice. This study uses a database of 191 German and Austrian teachers whose general pedagogical knowledge (GPK) was tested at four time points to cover their …
Effects of teaching internships on preservice teachers’ noticing in secondary mathematics education
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 …
Karriereaspirationen und Kompetenzniveaus im pädagogischen Wissen: Zum Zusammenhang zwischen motivationalen Merkmalen und Erwerb professionellen Wissens von (angehenden) Lehrkräften
Während die einzelnen Komponenten professioneller Kompetenz von Lehrer*innen – affektiv-motivationale Merkmale und professionelles Wissen – bereits Gegenstand mehrerer Forschungsarbeiten waren, wurde das Verhältnis zwischen ihnen bislang noch nicht intensiv untersucht. Im Anschluss daran werden in dem Beitrag Zusammenhänge zwischen Karriereaspirationen als Teil beruflicher Motivation von (angehenden) Lehrer*innen und dem Erwerb pädagogischen Wiss…
Risk preference and entrepreneurial investment at the top of the wealth distribution
We present evidence on how individual risk preferences are related to entrepreneurial investment among the wealthy. To do so, we use novel survey data from the top of the wealth distribution, which have been fully integrated into the 2019 German Socio-economic Panel Study. The data include private wealth balance sheets, in particular the value of own private business assets, and a standard measure of risk tolerance. We find that wealthy individua…
ICT integration in teachers’ lesson plans: A scoping review of empirical studies
The paper applies a scoping review of k = 16 empirical studies from nine countries and three continents that aim at an empirical investigation of teachers' ICT integration in lesson plans as part of their professional competence. We summarise the results into four sections: conceptualisations, study design, measurement instruments, and key findings of studies. Although most studies predominantly relate their conceptualisations on the TPACK model,…
How does pre-service teachers’ general pedagogical knowledge develop during university teacher education? Examining the impact of learning opportunities and entry characteristics over five time points…
General pedagogical knowledge (GPK) is regarded as a central component of the competence that teachers acquire during university teacher education. However, existing research on GPK typically uses only one or two measurement points to assess development and identify influencing factors. The present study draws on an annual survey of pre-service teachers’ GPK over 5 measurement points during the course of university teacher education (i.e. over th…
Teacher education effectiveness as an emerging research paradigm: A synthesis of reviews of empirical studies published over three decades (1993–2023)
Numerous reviews have synthesized the empirical research on the effectiveness of teacher education, highlighting teacher education effectiveness research (TEER) as an emerging research paradigm. Our systematic search identified 27 reviews related to TEER, wherein teacher education is broadly understood as comprising all stages of teacher professionalization—namely, initial teacher education, teacher induction, and teacher professional development…
Who benefits the most? Teacher expectations and their relation with students’ achievement in mathematics in primary school
Over the past 50 years, many studies have investigated the impact of teacher expectations on student achievement and indicated small to moderate effects. Currently, it is still unclear which student‐related factors (e.g. socioeconomic status, or gender) moderate the expectation effect. There is still a need to gain a better understanding of the relation between teacher expectations and students' characteristics. The present study aims to examine …
Mathematics teachers’ professional noticing: Transfer of a video-based competence assessment instrument into teacher education for evaluation purposes
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…
The transfer of digitalized teaching-learning and assessment tools in higher education: Approaches and best practices
Digital technology has emerged as a key topic in the context of digital transformation in educational systems (Selwyn 2012) and of recent teaching and learning challenges associated with the COVID-19 pandemic (Carrillo and Flores 2020).As such, it is also central to higher education.The ways in which digital technology can effectively support assessment and teaching and learning in higher education are recognized as particularly relevant to educa…
Nachruf für Prof.in Dr.in Sigrid Blömeke (1965–2023), Universitätsprofessorin und Leiterin des Centre for Educational Measurement (Cemo) an der Universität Oslo, Norwegen
Der Zusammenhang von Regeleinhaltung und Lehrkraftfeedback mit der sozialen Akzeptanz von Grundschulkindern. Eine empirische Analyse unter Berücksichtigung von Schulkind-Dyaden
Peer-Beziehungen gelten als ein Schlüsselfaktor für die kindliche Entwicklung. Internationale wie nationale Untersuchungen bestätigen, dass insbesondere Kinder mit externalisierenden Verhaltensproblemen schlechter sozial integriert sind als ihre Mitschülerinnen und Mitschüler. Darüber hinaus zeigen vereinzelte Feldstudien außerhalb von Deutschland, dass auch Lehrkraftfeedback die soziale Integration bedingt. Während bisherige Studien meist Verhal…
Opportunities to learn, technological pedagogical knowledge, and personal factors of pre-service teachers: Understanding the link between teacher education program characteristics and student teacher …
Despite the need to foster pre-service teacher competence with respect to information and communication technology (ICT) integration in school during the current era of digitalization, scientific understanding of the correlation between the relevant characteristics of teacher education programs and student teachers’ learning outcomes remains limited. This paper thus examines the relationship between student teachers’ opportunities to learn (OTL) …
Structuring the lesson: An empirical investigation of pre-service teacher decision-making during the planning of a demonstration lesson
Lesson planning is a challenge for teachers. However, the measurement and modelling of teachers’ competence to plan lessons has received little attention. Especially, the question of which aspects are of central importance remains largely unresolved. The study aims to measure the challenge of structuring a lesson as an aspect of the situation-specific ability of lesson planning competence. To this end, we developed a standardised method for analy…
Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach
The relation between content-specific and general teacher knowledge and skills
The relation between teacher knowledge and skills and how these were influenced by teacher education was examined with 171 secondary mathematics teachers. Six paper-and-pencil and video tests were applied to assess content knowledge, pedagogical content knowledge and general pedagogical knowledge as well as diagnostic, teaching and classroom management skills. It was hypothesized that the relation between these six cognitive facets was best appro…
General Pedagogical Knowledge of Future Middle School Teachers: On the Complex Ecology of Teacher Education in the United States, Germany, and Taiwan
For more than two decades, three components of teacher knowledge have been discussed, namely, content knowledge (CK), pedagogical content knowledge (PCK), and general pedagogical knowledge (GPK). Although there is a growing body of analytic clarification and empirical testing with regard to CK and PCK, especially with a focus on mathematics teachers, hardly any attempt has been made to learn more about teachers' GPK. In the context of the Teacher…
General pedagogical knowledge, self-efficacy and instructional practice: Disentangling their relationship in pre-service teacher education
Competence Measurement in (Mathematics) Teacher Education and Beyond: Implications for Policy
Der Einsatz von Unterrichtsvideos in der universitären Ausbildung: Zur Wirksamkeit video- und transkriptgestützter Seminare zur Klassenführung auf pädagogisches Wissen und situationsspezifische Fähigk…
Teachers' Professional Knowledge for Teaching English as a Foreign Language: Assessing the Outcomes of Teacher Education
Despite an increasing research interest in subject-specific teacher knowledge, the scientific understanding regarding teachers' professional knowledge for teaching English as a foreign language (TEFL) is very limited. This study therefore applies standardized tests to directly assess content knowledge (CK), pedagogical content knowledge (PCK), and general pedagogical knowledge (GPK) of preservice teachers for TEFL in Germany from different progra…
Measuring pre-service teachers’ decision-making in classroom management: A video-based assessment approach
This study presents a video-based test instrument entitled CME-Decide that focuses on pre-service teachers' decision-making skills as part of their Classroom Management Expertise. A sample of 284 pre-service teachers viewed 12 short video clips of instructional practice and indicated after each how they would behave in this situation. Correlation and regression analyses revealed that the CME-Decide test was associated with perception/interpretati…
Inequality-minimization with a given public budget
General Pedagogical Knowledge of Future Middle School Teachers: On the Complex Ecology of Teacher Education in the United States, Germany, and Taiwan
For more than two decades, three components of teacher knowledge have been discussed, namely, content knowledge (CK), pedagogical content knowledge (PCK), and general pedagogical knowledge (GPK). Although there is a growing body of analytic clarification and empirical testing with regard to CK and PCK, especially with a focus on mathematics teachers, hardly any attempt has been made to learn more about teachers' GPK. In the context of the Teacher…
Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach
Mit „männlicher Wucht“ in das „weibliche Biotop“: Über Männer, die Grundschullehrer werden wollen
About the Complexities of Video-Based Assessments: Theoretical and Methodological Approaches to Overcoming Shortcomings of Research on Teachers’ Competence
Teachers’ professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout
Statistik Für Erziehungswissenschaftlerinnen und Erziehungswissenschaftler: Konzepte, Beispiele und Anwendungen in Spss und R
Statistik Für Erziehungswissenschaftlerinnen und Erziehungswissenschaftler: Konzepte, Beispiele und Anwendungen in SPSS und R
The relation between content-specific and general teacher knowledge and skills
The relation between teacher knowledge and skills and how these were influenced by teacher education was examined with 171 secondary mathematics teachers. Six paper-and-pencil and video tests were applied to assess content knowledge, pedagogical content knowledge and general pedagogical knowledge as well as diagnostic, teaching and classroom management skills. It was hypothesized that the relation between these six cognitive facets was best appro…
Teachers' Professional Knowledge for Teaching English as a Foreign Language: Assessing the Outcomes of Teacher Education
Despite an increasing research interest in subject-specific teacher knowledge, the scientific understanding regarding teachers' professional knowledge for teaching English as a foreign language (TEFL) is very limited. This study therefore applies standardized tests to directly assess content knowledge (CK), pedagogical content knowledge (PCK), and general pedagogical knowledge (GPK) of preservice teachers for TEFL in Germany from different progra…
Statistik für Erziehungswissenschaftlerinnen und Erziehungswissenschaftler
Der Einfluss universitärer Lerngelegenheiten auf das pädagogische Wissen von Lehramtsstudierenden
Effects of opportunities to learn in teacher preparation on future teachers’ general pedagogical knowledge: Analyzing program characteristics and outcomes
Empirical studies in higher education are needed that systematically connect program characteristics to program outcomes. We therefore examine the effects of opportunities to learn in teacher preparation on future teachers' general pedagogical knowledge. A sample of 1347 student teachers from 37 teacher preparation programs in 18 universities and pedagogical colleges in Germany and Austria with two time points is used. Results using hierarchical …
Public health insurance, individual health, and entry into self-employment
General pedagogical knowledge, self-efficacy and instructional practice: Disentangling their relationship in pre-service teacher education
Der Einsatz von Unterrichtsvideos in der universitären Ausbildung: Zur Wirksamkeit video- und transkriptgestützter Seminare zur Klassenführung auf pädagogisches Wissen und situationsspezifische Fähigk…
Bildungswissenschaftliches Wissen und Kompetenzeinschätzungen von Studierenden im Praxissemester: Veränderungen und Zusammenhänge
Das Praxissemester in der Lehrerbildung: Stand der Forschung und zentrale Ergebnisse des Projekts Learning to Practice
Learning to Practice, Learning to Reflect: Ergebnisse aus der Längsschnittstudie LtP zur Nutzung und Wirkung des Praxissemesters in der Lehrerbildung
Inequality-minimization with a given public budget
Competence Measurement in (Mathematics) Teacher Education and Beyond: Implications for Policy
Zielorientierungen und Leistungsmotivation angehender Lehrkräfte zu Studienbeginn – eine Profilanalyse
Im Vergleich zu den vielfach untersuchten Leistungsmotiven und Zielorientierungen von Schülerinnen und Schülern sind diese bei Lehramtsstudierenden bisher eher selten zum Gegenstand empirischer Forschung gemacht worden, obwohl sie für die Kompetenzentwicklung und das Leistungsstreben angehender Lehrpersonen im Studium eine wichtige Rolle spielen. Vor diesem Hintergrund untersucht der vorliegende Beitrag Zielorientierungen und die Leistungsmotive …
Classroom videos or transcripts? A quasi-experimental study to assess the effects of media-based learning on pre-service teachers’ situation-specific skills of classroom management
Adapting to online teaching during Covid-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany
As in many countries worldwide, as part of the consequences of the COVID-19 pandemic lockdown schools in Germany closed in March 2020 and only partially re-opened in May. Teachers were confronted with the need to adapt to online teaching. This paper presents the results of a survey of early career teachers conducted in May and June 2020. First, we analysed the extent to which they maintained social contact with students and mastered core teaching…
General pedagogical knowledge, pedagogical adaptivity in written lesson plans, and instructional practice among preservice teachers
Lesson planning of teachers as a research field has received little attention in terms of modelling and measuring relevant competences. As an innovative measurement approach, we developed a standardised method for analysing written plans of demonstration lessons. Our focus is on the demand of pedagogical adaptivity, i.e., the ways in which lesson assignments fit with the cognitive level of learners so that they are guided into their zone of proxi…
Wirksamkeits-Ansatz in der Lehrerinnen- und Lehrerbildung
Psychology (37 works) · Mathematics education (29 works) · Teacher Education and Leadership Studies (27 works) · Pedagogy (21 works) · Political science (20 works) · Computer Science (18 works) · Education Methods and Technologies (17 works) · Medicine (13 works) · Social Psychology (13 works) · Sociology and Education Studies (12 works)