[{"citation":{"apa":"Vogelsang, C., Grotegut, L., Bruns, J., Riese, J., &#38; Fechner, S. (Eds.). (n.d.). <i>Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften</i> (Vol. 2). Waxmann.","ieee":"C. Vogelsang, L. Grotegut, J. Bruns, J. Riese, and S. Fechner, Eds., <i>Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften</i>, vol. 2. Münster: Waxmann.","short":"C. Vogelsang, L. Grotegut, J. Bruns, J. Riese, S. Fechner, eds., Handlungsorientierung in Der Ausbildung von Lehrkräften Und Pädagogischen Fachkräften, Waxmann, Münster, n.d.","chicago":"Vogelsang, Christoph, Lea Grotegut, Julia Bruns, Josef Riese, and Sabine Fechner, eds. <i>Handlungsorientierung in Der Ausbildung von Lehrkräften Und Pädagogischen Fachkräften</i>. Vol. 2. Paderborner Beiträge Zur Bildungsforschung Und Lehrkräftebildung. Münster: Waxmann, n.d.","mla":"Vogelsang, Christoph, et al., editors. <i>Handlungsorientierung in Der Ausbildung von Lehrkräften Und Pädagogischen Fachkräften</i>. Waxmann.","ama":"Vogelsang C, Grotegut L, Bruns J, Riese J, Fechner S, eds. <i>Handlungsorientierung in Der Ausbildung von Lehrkräften Und Pädagogischen Fachkräften</i>. Vol 2. Waxmann","bibtex":"@book{Vogelsang_Grotegut_Bruns_Riese_Fechner, place={Münster}, series={Paderborner Beiträge zur Bildungsforschung und Lehrkräftebildung}, title={Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften}, volume={2}, publisher={Waxmann}, collection={Paderborner Beiträge zur Bildungsforschung und Lehrkräftebildung} }"},"quality_controlled":"1","place":"Münster","date_created":"2025-12-03T21:25:03Z","type":"book_editor","department":[{"_id":"33"}],"status":"public","year":"2026","title":"Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften","date_updated":"2025-12-04T18:34:53Z","publication_status":"inpress","intvolume":"         2","publisher":"Waxmann","_id":"62821","language":[{"iso":"eng"}],"series_title":"Paderborner Beiträge zur Bildungsforschung und Lehrkräftebildung","user_id":"54823","editor":[{"first_name":"Christoph","last_name":"Vogelsang","orcid":"0000-0002-5804-1855","full_name":"Vogelsang, Christoph","id":"4245"},{"full_name":"Grotegut, Lea","first_name":"Lea","last_name":"Grotegut","id":"34280"},{"last_name":"Bruns","first_name":"Julia","orcid":"https://orcid.org/0000-0002-6604-5864","full_name":"Bruns, Julia","id":"72183"},{"id":"429","last_name":"Riese","first_name":"Josef","orcid":"0000-0003-2927-2619","full_name":"Riese, Josef"},{"orcid":"0000-0001-5645-5870","first_name":"Sabine","last_name":"Fechner","full_name":"Fechner, Sabine","id":"54823"}],"volume":2},{"status":"public","user_id":"72183","volume":21,"publisher":"Modestum Ltd","_id":"65645","citation":{"ama":"Richter A, Bruns J. All a question of the goal? Re-tracing (mis)alignments between teachers’ implementations of curriculum material and intended learning goals in the context of early childhood educator training in Germany. <i>International Electronic Journal of Mathematics Education</i>. 2026;21(2). doi:<a href=\"https://doi.org/10.29333/iejme/18564\">10.29333/iejme/18564</a>","bibtex":"@article{Richter_Bruns_2026, title={All a question of the goal? Re-tracing (mis)alignments between teachers’ implementations of curriculum material and intended learning goals in the context of early childhood educator training in Germany}, volume={21}, DOI={<a href=\"https://doi.org/10.29333/iejme/18564\">10.29333/iejme/18564</a>}, number={2em0883}, journal={International Electronic Journal of Mathematics Education}, publisher={Modestum Ltd}, author={Richter, Alix and Bruns, Julia}, year={2026} }","mla":"Richter, Alix, and Julia Bruns. “All a Question of the Goal? Re-Tracing (Mis)Alignments between Teachers’ Implementations of Curriculum Material and Intended Learning Goals in the Context of Early Childhood Educator Training in Germany.” <i>International Electronic Journal of Mathematics Education</i>, vol. 21, no. 2, em0883, Modestum Ltd, 2026, doi:<a href=\"https://doi.org/10.29333/iejme/18564\">10.29333/iejme/18564</a>.","short":"A. Richter, J. Bruns, International Electronic Journal of Mathematics Education 21 (2026).","chicago":"Richter, Alix, and Julia Bruns. “All a Question of the Goal? Re-Tracing (Mis)Alignments between Teachers’ Implementations of Curriculum Material and Intended Learning Goals in the Context of Early Childhood Educator Training in Germany.” <i>International Electronic Journal of Mathematics Education</i> 21, no. 2 (2026). <a href=\"https://doi.org/10.29333/iejme/18564\">https://doi.org/10.29333/iejme/18564</a>.","apa":"Richter, A., &#38; Bruns, J. (2026). All a question of the goal? Re-tracing (mis)alignments between teachers’ implementations of curriculum material and intended learning goals in the context of early childhood educator training in Germany. <i>International Electronic Journal of Mathematics Education</i>, <i>21</i>(2), Article em0883. <a href=\"https://doi.org/10.29333/iejme/18564\">https://doi.org/10.29333/iejme/18564</a>","ieee":"A. Richter and J. Bruns, “All a question of the goal? Re-tracing (mis)alignments between teachers’ implementations of curriculum material and intended learning goals in the context of early childhood educator training in Germany,” <i>International Electronic Journal of Mathematics Education</i>, vol. 21, no. 2, Art. no. em0883, 2026, doi: <a href=\"https://doi.org/10.29333/iejme/18564\">10.29333/iejme/18564</a>."},"publication_status":"published","date_updated":"2026-05-19T14:00:34Z","intvolume":"        21","year":"2026","title":"All a question of the goal? Re-tracing (mis)alignments between teachers’ implementations of curriculum material and intended learning goals in the context of early childhood educator training in Germany","author":[{"id":"93186","full_name":"Richter, Alix","first_name":"Alix","last_name":"Richter"},{"id":"72183","last_name":"Bruns","first_name":"Julia","orcid":"https://orcid.org/0000-0002-6604-5864","full_name":"Bruns, Julia"}],"publication_identifier":{"issn":["1306-3030"]},"doi":"10.29333/iejme/18564","article_number":"em0883","language":[{"iso":"eng"}],"abstract":[{"text":"<jats:p xml:lang=\"en\">Curriculum material is often designed to address content-specific intended learning goals. However, research indicates that teachers’ personal goals may cause misalignments between their implementation of curriculum material and its intended learning goals. This study aims to investigate misalignments between teachers’ implementation of curriculum material and its intended learning goals and to which extent they are caused by teachers’ personal goals. To reach this aim, a qualitative study was conducted to examine how eight vocational school teachers implemented the learning activity “How many?” suggested for the initial training of early childhood educators on the topic of set perception and determination of cardinality. Each participant provided a lesson plan and self-recorded lesson video on the topic of set perception and determination of cardinality. In addition, participants were interviewed on how they used the provided curriculum material for designing their lessons and their potential reasons to adapt or omit “How many?”. To evaluate their lesson design’s alignment with the activity’s intended learning goals, the participants' lesson plans were analyzed using qualitative content analysis. Triangulation of the findings with the interview data revealed that only one participant fully adopted the intended learning goals as her own and implemented the activity completely in line with its intended learning goals. Meanwhile, the remaining participants’ personal goals, such as reducing math anxiety, seemed to cause misalignments regarding the intended learning goals. The study's results detail further constraints and affordances to the alignment between teachers’ lesson designs and learning goals intended by curriculum material. It is followed that it is central to support teachers in adopting intended learning goals as their personal goals. Otherwise, teachers’ classroom implementation of curriculum material may not suffice to reach desired outcomes.</jats:p>","lang":"eng"}],"issue":"2","publication":"International Electronic Journal of Mathematics Education","type":"journal_article","department":[{"_id":"611"}],"date_created":"2026-05-19T13:52:04Z"},{"language":[{"iso":"eng"}],"_id":"65644","publisher":"Waxmann Verlag GmbH","doi":"10.31244/9783818851057","user_id":"72183","editor":[{"full_name":"Vogelsang, Christoph","orcid":"0000-0002-5804-1855","first_name":"Christoph","last_name":"Vogelsang","id":"4245"},{"last_name":"Grotegut","first_name":"Lea","full_name":"Grotegut, Lea"},{"id":"72183","orcid":"https://orcid.org/0000-0002-6604-5864","first_name":"Julia","last_name":"Bruns","full_name":"Bruns, Julia"},{"id":"429","last_name":"Riese","orcid":"0000-0003-2927-2619","first_name":"Josef","full_name":"Riese, Josef"},{"id":"54823","first_name":"Sabine","orcid":"0000-0001-5645-5870","last_name":"Fechner","full_name":"Fechner, Sabine"}],"title":"Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften. Konzeptionen und Forschungsperspektiven","year":"2026","status":"public","publication_identifier":{"isbn":["9783818801052"]},"date_updated":"2026-05-19T14:00:37Z","publication_status":"published","date_created":"2026-05-19T13:51:12Z","type":"book_editor","department":[{"_id":"611"}],"citation":{"ieee":"C. Vogelsang, L. Grotegut, J. Bruns, J. Riese, and S. Fechner, Eds., <i>Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften. Konzeptionen und Forschungsperspektiven</i>. Waxmann Verlag GmbH, 2026.","apa":"Vogelsang, C., Grotegut, L., Bruns, J., Riese, J., &#38; Fechner, S. (Eds.). (2026). <i>Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften. Konzeptionen und Forschungsperspektiven</i>. Waxmann Verlag GmbH. <a href=\"https://doi.org/10.31244/9783818851057\">https://doi.org/10.31244/9783818851057</a>","chicago":"Vogelsang, Christoph, Lea Grotegut, Julia Bruns, Josef Riese, and Sabine Fechner, eds. <i>Handlungsorientierung in Der Ausbildung von Lehrkräften Und Pädagogischen Fachkräften. Konzeptionen Und Forschungsperspektiven</i>. Waxmann Verlag GmbH, 2026. <a href=\"https://doi.org/10.31244/9783818851057\">https://doi.org/10.31244/9783818851057</a>.","short":"C. Vogelsang, L. Grotegut, J. Bruns, J. Riese, S. Fechner, eds., Handlungsorientierung in Der Ausbildung von Lehrkräften Und Pädagogischen Fachkräften. Konzeptionen Und Forschungsperspektiven, Waxmann Verlag GmbH, 2026.","mla":"Vogelsang, Christoph, et al., editors. <i>Handlungsorientierung in Der Ausbildung von Lehrkräften Und Pädagogischen Fachkräften. Konzeptionen Und Forschungsperspektiven</i>. Waxmann Verlag GmbH, 2026, doi:<a href=\"https://doi.org/10.31244/9783818851057\">10.31244/9783818851057</a>.","bibtex":"@book{Vogelsang_Grotegut_Bruns_Riese_Fechner_2026, title={Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften. Konzeptionen und Forschungsperspektiven}, DOI={<a href=\"https://doi.org/10.31244/9783818851057\">10.31244/9783818851057</a>}, publisher={Waxmann Verlag GmbH}, year={2026} }","ama":"Vogelsang C, Grotegut L, Bruns J, Riese J, Fechner S, eds. <i>Handlungsorientierung in Der Ausbildung von Lehrkräften Und Pädagogischen Fachkräften. Konzeptionen Und Forschungsperspektiven</i>. Waxmann Verlag GmbH; 2026. doi:<a href=\"https://doi.org/10.31244/9783818851057\">10.31244/9783818851057</a>"},"abstract":[{"text":"<jats:p>Eine zentrale Herausforderung in der Professionalisierung pädagogischer Fach- und Lehrkräfte besteht in der Relation von eher theoretischen und praktischen Ausbildungsbestandteilen. Beispielsweise fühlen sich angehende Lehrkräfte durch ihr Studium häufig nicht ausreichend auf die beruflichen Anforderungen vorbereitet. Daher wird verstärkt versucht, Curricula von Ausbildungs- und Studiengängen deutlicher an den tatsächlichen professionellen Handlungsanforderungen zu orientieren und auch in frühen Ausbildungsphasen verstärkt Elemente beruflicher Praxis zu integrieren. \r\nDieser Band nimmt die Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften theoretisch-konzeptionell sowie empirisch in den Blick. Zudem werden innovative Lehransätze aufgezeigt, die den Fokus auf eine Stärkung einer solchen Handlungsorientierung legen, z.B. durch simulationsbasierte Lern- und Prüfungsformate.\r\nEs handelt sich um den zweiten Band der Reihe Paderborner Beiträge zur Bildungsforschung und Lehrkräftebildung, die von der PLAZ – Professional School of Education herausgegeben wird.</jats:p>","lang":"eng"}]},{"title":"Exploring Mathematics Teacher Noticing of Whole-Class Discussions Across Career Stages ","status":"public","year":"2026","conference":{"name":"PME 49","location":"Helsinki"},"author":[{"full_name":"Becker, Federica","last_name":"Becker","first_name":"Federica","id":"65797"},{"id":"72183","full_name":"Bruns, Julia","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","first_name":"Julia"}],"date_updated":"2026-08-07T11:00:13Z","intvolume":"         1","page":"147-154","_id":"66682","language":[{"iso":"eng"}],"user_id":"65797","volume":1,"publication":"Proceedings of the 49th Conference of the International Group for the Psychology of Mathematics Education: Research Reports. PME.","citation":{"ama":"Becker F, Bruns J. Exploring Mathematics Teacher Noticing of Whole-Class Discussions Across Career Stages . In: <i>Proceedings of the 49th Conference of the International Group for the Psychology of Mathematics Education: Research Reports. PME.</i> Vol 1. ; 2026:147-154.","bibtex":"@inproceedings{Becker_Bruns_2026, title={Exploring Mathematics Teacher Noticing of Whole-Class Discussions Across Career Stages }, volume={1}, booktitle={Proceedings of the 49th Conference of the International Group for the Psychology of Mathematics Education: Research Reports. PME.}, author={Becker, Federica and Bruns, Julia}, year={2026}, pages={147–154} }","mla":"Becker, Federica, and Julia Bruns. “Exploring Mathematics Teacher Noticing of Whole-Class Discussions Across Career Stages .” <i>Proceedings of the 49th Conference of the International Group for the Psychology of Mathematics Education: Research Reports. PME.</i>, vol. 1, 2026, pp. 147–54.","chicago":"Becker, Federica, and Julia Bruns. “Exploring Mathematics Teacher Noticing of Whole-Class Discussions Across Career Stages .” In <i>Proceedings of the 49th Conference of the International Group for the Psychology of Mathematics Education: Research Reports. PME.</i>, 1:147–54, 2026.","short":"F. Becker, J. Bruns, in: Proceedings of the 49th Conference of the International Group for the Psychology of Mathematics Education: Research Reports. PME., 2026, pp. 147–154.","apa":"Becker, F., &#38; Bruns, J. (2026). Exploring Mathematics Teacher Noticing of Whole-Class Discussions Across Career Stages . <i>Proceedings of the 49th Conference of the International Group for the Psychology of Mathematics Education: Research Reports. PME.</i>, <i>1</i>, 147–154.","ieee":"F. Becker and J. Bruns, “Exploring Mathematics Teacher Noticing of Whole-Class Discussions Across Career Stages ,” in <i>Proceedings of the 49th Conference of the International Group for the Psychology of Mathematics Education: Research Reports. PME.</i>, Helsinki, 2026, vol. 1, pp. 147–154."},"abstract":[{"lang":"eng","text":"Research on teacher noticing highlights differences between novice and expert\r\nteachers, yet little is known about early career and intermediate expertise levels and\r\nhow these expertise-related differences emerge in central teaching tasks and content\r\nareas. Facilitating whole-class discussions represents a central teaching task, such as\r\nwhen fostering flexible strategy use. This study examines expertise-related differences\r\nin mathematics teachers’ noticing in observed video scenes of whole-class discussions\r\non flexible strategy use in Grade 1 using Epistemic Network Analysis. The preliminary\r\nresults show no substantial differences between intermediate and expert teachers but\r\nbetween beginning teachers and the other two expertise groups regarding their\r\nnoticing focus and the cognitive structures underlying their noticing processes."}],"date_created":"2026-08-07T10:55:38Z","type":"conference"},{"citation":{"bibtex":"@article{Bruns_Gasteiger_Hallemann_Schopferer_2026, title={Leadership practices in implementing early mathematics education as a curriculum innovation into vocational training of early childhood education}, DOI={<a href=\"https://doi.org/10.1080/14794802.2026.2689902\">10.1080/14794802.2026.2689902</a>}, journal={Research in Mathematics Education}, publisher={Informa UK Limited}, author={Bruns, Julia and Gasteiger, Hedwig and Hallemann, Svea and Schopferer, Theresa}, year={2026}, pages={1–21} }","ama":"Bruns J, Gasteiger H, Hallemann S, Schopferer T. Leadership practices in implementing early mathematics education as a curriculum innovation into vocational training of early childhood education. <i>Research in Mathematics Education</i>. Published online 2026:1-21. doi:<a href=\"https://doi.org/10.1080/14794802.2026.2689902\">10.1080/14794802.2026.2689902</a>","mla":"Bruns, Julia, et al. “Leadership Practices in Implementing Early Mathematics Education as a Curriculum Innovation into Vocational Training of Early Childhood Education.” <i>Research in Mathematics Education</i>, Informa UK Limited, 2026, pp. 1–21, doi:<a href=\"https://doi.org/10.1080/14794802.2026.2689902\">10.1080/14794802.2026.2689902</a>.","short":"J. Bruns, H. Gasteiger, S. Hallemann, T. Schopferer, Research in Mathematics Education (2026) 1–21.","chicago":"Bruns, Julia, Hedwig Gasteiger, Svea Hallemann, and Theresa Schopferer. “Leadership Practices in Implementing Early Mathematics Education as a Curriculum Innovation into Vocational Training of Early Childhood Education.” <i>Research in Mathematics Education</i>, 2026, 1–21. <a href=\"https://doi.org/10.1080/14794802.2026.2689902\">https://doi.org/10.1080/14794802.2026.2689902</a>.","ieee":"J. Bruns, H. Gasteiger, S. Hallemann, and T. Schopferer, “Leadership practices in implementing early mathematics education as a curriculum innovation into vocational training of early childhood education,” <i>Research in Mathematics Education</i>, pp. 1–21, 2026, doi: <a href=\"https://doi.org/10.1080/14794802.2026.2689902\">10.1080/14794802.2026.2689902</a>.","apa":"Bruns, J., Gasteiger, H., Hallemann, S., &#38; Schopferer, T. (2026). Leadership practices in implementing early mathematics education as a curriculum innovation into vocational training of early childhood education. <i>Research in Mathematics Education</i>, 1–21. <a href=\"https://doi.org/10.1080/14794802.2026.2689902\">https://doi.org/10.1080/14794802.2026.2689902</a>"},"publication":"Research in Mathematics Education","department":[{"_id":"611"}],"type":"journal_article","date_created":"2026-07-03T10:18:03Z","date_updated":"2026-07-03T10:18:36Z","publication_status":"published","publication_identifier":{"issn":["1479-4802","1754-0178"]},"author":[{"full_name":"Bruns, Julia","last_name":"Bruns","first_name":"Julia","orcid":"https://orcid.org/0000-0002-6604-5864","id":"72183"},{"last_name":"Gasteiger","first_name":"Hedwig","full_name":"Gasteiger, Hedwig"},{"last_name":"Hallemann","first_name":"Svea","full_name":"Hallemann, Svea"},{"first_name":"Theresa","last_name":"Schopferer","full_name":"Schopferer, Theresa"}],"status":"public","title":"Leadership practices in implementing early mathematics education as a curriculum innovation into vocational training of early childhood education","year":"2026","doi":"10.1080/14794802.2026.2689902","user_id":"72183","_id":"66121","language":[{"iso":"eng"}],"publisher":"Informa UK Limited","page":"1-21"},{"citation":{"ieee":"N. Gloor, K. Kucian, J. Bruns, H. Gasteiger, and E. Moser Opitz, “Erfassung der numerischen Kompetenzen im                     Kindergartenalter,” <i>Frühe Bildung</i>, 2025, doi: <a href=\"https://doi.org/10.1026/2191-9186/a000699\">10.1026/2191-9186/a000699</a>.","apa":"Gloor, N., Kucian, K., Bruns, J., Gasteiger, H., &#38; Moser Opitz, E. (2025). Erfassung der numerischen Kompetenzen im                     Kindergartenalter. <i>Frühe Bildung</i>. <a href=\"https://doi.org/10.1026/2191-9186/a000699\">https://doi.org/10.1026/2191-9186/a000699</a>","chicago":"Gloor, Noemi, Karin Kucian, Julia Bruns, Hedwig Gasteiger, and Elisabeth Moser Opitz. “Erfassung der numerischen Kompetenzen im                     Kindergartenalter.” <i>Frühe Bildung</i>, 2025. <a href=\"https://doi.org/10.1026/2191-9186/a000699\">https://doi.org/10.1026/2191-9186/a000699</a>.","short":"N. Gloor, K. Kucian, J. Bruns, H. Gasteiger, E. Moser Opitz, Frühe Bildung (2025).","mla":"Gloor, Noemi, et al. “Erfassung der numerischen Kompetenzen im                     Kindergartenalter.” <i>Frühe Bildung</i>, Hogrefe Publishing Group, 2025, doi:<a href=\"https://doi.org/10.1026/2191-9186/a000699\">10.1026/2191-9186/a000699</a>.","bibtex":"@article{Gloor_Kucian_Bruns_Gasteiger_Moser Opitz_2025, title={Erfassung der numerischen Kompetenzen im                     Kindergartenalter}, DOI={<a href=\"https://doi.org/10.1026/2191-9186/a000699\">10.1026/2191-9186/a000699</a>}, journal={Frühe Bildung}, publisher={Hogrefe Publishing Group}, author={Gloor, Noemi and Kucian, Karin and Bruns, Julia and Gasteiger, Hedwig and Moser Opitz, Elisabeth}, year={2025} }","ama":"Gloor N, Kucian K, Bruns J, Gasteiger H, Moser Opitz E. Erfassung der numerischen Kompetenzen im                     Kindergartenalter. <i>Frühe Bildung</i>. Published online 2025. doi:<a href=\"https://doi.org/10.1026/2191-9186/a000699\">10.1026/2191-9186/a000699</a>"},"publication":"Frühe Bildung","abstract":[{"text":"<jats:p> Zusammenfassung: Studien haben gezeigt, dass frühe numerische Kompetenzen einen Einfluss auf die spätere mathematische Entwicklung haben. Vor diesem Hintergrund ist es wichtig, die numerischen Kompetenzen bereits im Kindergartenalter zu erfassen, um Kinder, denen wichtige Kompetenzen für die mathematische Entwicklung fehlen, und für die das Risiko der Entwicklung von Rechenschwierigkeiten besteht, frühzeitig und praxistauglich zu identifizieren. In der Studie wird ein Screening zur Erfassung der numerischen Kompetenzen im Kindergartenalter präsentiert, bei dem ausgewählte Aufgaben in einem Gruppensetting durchgeführt werden können. An der Validierung nahmen Kinder im Alter von vier bis sechs Jahren aus der Schweiz ( n = 431) und aus Deutschland ( n = 325) teil. Die Ergebnisse zeigen, dass mit dem Screening in verschiedenen Gruppen (Schweiz, Deutschland) mit wenigen Ausnahmen dieselben Eigenschaften gemessen werden. Die prognostische Validität für den Zeitpunkt kurz vor Schuleintritt ist zufriedenstellend. Der Testwert auf Basis des Gruppensettings lässt sich valide interpretieren, da sich keine Unterschiede zwischen Kindern, die die Aufgaben einzeln gelöst haben und Kindern, die die Aufgaben in Gruppen bearbeitet haben, gezeigt haben. Zusammenfassend lässt sich sagen, dass das Screening durch die Kombination von Einzel- und Kleingruppentests die Erfassung numerischer Fähigkeiten im Kindergarten in kurzer Zeit zuverlässig und valide ermöglicht. </jats:p>","lang":"eng"}],"date_created":"2025-06-02T14:11:40Z","department":[{"_id":"611"}],"type":"journal_article","publication_identifier":{"issn":["2191-9186","2191-9194"]},"author":[{"full_name":"Gloor, Noemi","first_name":"Noemi","last_name":"Gloor"},{"full_name":"Kucian, Karin","last_name":"Kucian","first_name":"Karin"},{"id":"72183","full_name":"Bruns, Julia","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","first_name":"Julia"},{"last_name":"Gasteiger","first_name":"Hedwig","full_name":"Gasteiger, Hedwig"},{"full_name":"Moser Opitz, Elisabeth","first_name":"Elisabeth","last_name":"Moser Opitz"}],"title":"Erfassung der numerischen Kompetenzen im                     Kindergartenalter","status":"public","year":"2025","publication_status":"published","date_updated":"2025-06-02T14:12:03Z","language":[{"iso":"ger"}],"_id":"60102","publisher":"Hogrefe Publishing Group","alternative_title":["Validierung eines Screenings in der Schweiz und in Deutschland"],"user_id":"72183","doi":"10.1026/2191-9186/a000699"},{"publication":"25 Jahre Berufskolleg - Wegspuren und Zukunftspfade","citation":{"ama":"Bruns J, Gasteiger H, Lastering B, Schopferer T, Zech D. Frühe mathematische Bildung als Ausbildungsinhalt der Erzieherinnen- und Erzieher-Ausbildung stärken. In: Pudenz S, Schoell O, Cleef M, eds. <i>25 Jahre Berufskolleg - Wegspuren Und Zukunftspfade</i>. wbv; 2025:175-188.","bibtex":"@inbook{Bruns_Gasteiger_Lastering_Schopferer_Zech_2025, place={Bielefeld}, title={Frühe mathematische Bildung als Ausbildungsinhalt der Erzieherinnen- und Erzieher-Ausbildung stärken}, booktitle={25 Jahre Berufskolleg - Wegspuren und Zukunftspfade}, publisher={wbv}, author={Bruns, Julia and Gasteiger, Hedwig and Lastering, Bernd and Schopferer, Theresa and Zech, Detlev}, editor={Pudenz, Stephanie and Schoell, Oliver and Cleef, Maria}, year={2025}, pages={175–188} }","mla":"Bruns, Julia, et al. “Frühe Mathematische Bildung Als Ausbildungsinhalt Der Erzieherinnen- Und Erzieher-Ausbildung Stärken.” <i>25 Jahre Berufskolleg - Wegspuren Und Zukunftspfade</i>, edited by Stephanie Pudenz et al., wbv, 2025, pp. 175–88.","chicago":"Bruns, Julia, Hedwig Gasteiger, Bernd Lastering, Theresa Schopferer, and Detlev Zech. “Frühe Mathematische Bildung Als Ausbildungsinhalt Der Erzieherinnen- Und Erzieher-Ausbildung Stärken.” In <i>25 Jahre Berufskolleg - Wegspuren Und Zukunftspfade</i>, edited by Stephanie Pudenz, Oliver Schoell, and Maria Cleef, 175–88. Bielefeld: wbv, 2025.","short":"J. Bruns, H. Gasteiger, B. Lastering, T. Schopferer, D. Zech, in: S. Pudenz, O. Schoell, M. Cleef (Eds.), 25 Jahre Berufskolleg - Wegspuren Und Zukunftspfade, wbv, Bielefeld, 2025, pp. 175–188.","apa":"Bruns, J., Gasteiger, H., Lastering, B., Schopferer, T., &#38; Zech, D. (2025). Frühe mathematische Bildung als Ausbildungsinhalt der Erzieherinnen- und Erzieher-Ausbildung stärken. In S. Pudenz, O. Schoell, &#38; M. Cleef (Eds.), <i>25 Jahre Berufskolleg - Wegspuren und Zukunftspfade</i> (pp. 175–188). wbv.","ieee":"J. Bruns, H. Gasteiger, B. Lastering, T. Schopferer, and D. Zech, “Frühe mathematische Bildung als Ausbildungsinhalt der Erzieherinnen- und Erzieher-Ausbildung stärken,” in <i>25 Jahre Berufskolleg - Wegspuren und Zukunftspfade</i>, S. Pudenz, O. Schoell, and M. Cleef, Eds. Bielefeld: wbv, 2025, pp. 175–188."},"date_created":"2026-01-26T11:23:48Z","place":"Bielefeld","type":"book_chapter","department":[{"_id":"611"}],"title":"Frühe mathematische Bildung als Ausbildungsinhalt der Erzieherinnen- und Erzieher-Ausbildung stärken","status":"public","year":"2025","author":[{"orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","first_name":"Julia","full_name":"Bruns, Julia","id":"72183"},{"first_name":"Hedwig","last_name":"Gasteiger","full_name":"Gasteiger, Hedwig"},{"full_name":"Lastering, Bernd","last_name":"Lastering","first_name":"Bernd"},{"last_name":"Schopferer","first_name":"Theresa","full_name":"Schopferer, Theresa"},{"full_name":"Zech, Detlev","last_name":"Zech","first_name":"Detlev"}],"date_updated":"2026-01-26T11:23:55Z","page":"175-188","publisher":"wbv","_id":"63730","language":[{"iso":"eng"}],"user_id":"72183","editor":[{"first_name":"Stephanie","last_name":"Pudenz","full_name":"Pudenz, Stephanie"},{"last_name":"Schoell","first_name":"Oliver","full_name":"Schoell, Oliver"},{"full_name":"Cleef, Maria","first_name":"Maria","last_name":"Cleef"}]},{"status":"public","user_id":"72183","volume":46,"_id":"61518","publisher":"Springer Science and Business Media LLC","citation":{"bibtex":"@article{Richter_Bruns_Gasteiger_2025, title={Interaction- or Material-Centred Implementation of Teacher Professional Development: a Comparison of Teachers’ Competence Development and Potential Lesson Planning Lehrkräftefortbildung interaktions- oder materialzentriert implementieren: Ein Vergleich hinsichtlich der Kompetenzentwicklung sowie der potentiellen Unterrichtsplanung von Lehrkräften}, volume={46}, DOI={<a href=\"https://doi.org/10.1007/s13138-025-00259-7\">10.1007/s13138-025-00259-7</a>}, number={18}, journal={Journal für Mathematik-Didaktik}, publisher={Springer Science and Business Media LLC}, author={Richter, Alix and Bruns, Julia and Gasteiger, Hedwig}, year={2025} }","ama":"Richter A, Bruns J, Gasteiger H. Interaction- or Material-Centred Implementation of Teacher Professional Development: a Comparison of Teachers’ Competence Development and Potential Lesson Planning Lehrkräftefortbildung interaktions- oder materialzentriert implementieren: Ein Vergleich hinsichtlich der Kompetenzentwicklung sowie der potentiellen Unterrichtsplanung von Lehrkräften. <i>Journal für Mathematik-Didaktik</i>. 2025;46(1). doi:<a href=\"https://doi.org/10.1007/s13138-025-00259-7\">10.1007/s13138-025-00259-7</a>","mla":"Richter, Alix, et al. “Interaction- or Material-Centred Implementation of Teacher Professional Development: A Comparison of Teachers’ Competence Development and Potential Lesson Planning Lehrkräftefortbildung Interaktions- Oder Materialzentriert Implementieren: Ein Vergleich Hinsichtlich Der Kompetenzentwicklung Sowie Der Potentiellen Unterrichtsplanung von Lehrkräften.” <i>Journal Für Mathematik-Didaktik</i>, vol. 46, no. 1, 8, Springer Science and Business Media LLC, 2025, doi:<a href=\"https://doi.org/10.1007/s13138-025-00259-7\">10.1007/s13138-025-00259-7</a>.","short":"A. Richter, J. Bruns, H. Gasteiger, Journal Für Mathematik-Didaktik 46 (2025).","chicago":"Richter, Alix, Julia Bruns, and Hedwig Gasteiger. “Interaction- or Material-Centred Implementation of Teacher Professional Development: A Comparison of Teachers’ Competence Development and Potential Lesson Planning Lehrkräftefortbildung Interaktions- Oder Materialzentriert Implementieren: Ein Vergleich Hinsichtlich Der Kompetenzentwicklung Sowie Der Potentiellen Unterrichtsplanung von Lehrkräften.” <i>Journal Für Mathematik-Didaktik</i> 46, no. 1 (2025). <a href=\"https://doi.org/10.1007/s13138-025-00259-7\">https://doi.org/10.1007/s13138-025-00259-7</a>.","ieee":"A. Richter, J. Bruns, and H. Gasteiger, “Interaction- or Material-Centred Implementation of Teacher Professional Development: a Comparison of Teachers’ Competence Development and Potential Lesson Planning Lehrkräftefortbildung interaktions- oder materialzentriert implementieren: Ein Vergleich hinsichtlich der Kompetenzentwicklung sowie der potentiellen Unterrichtsplanung von Lehrkräften,” <i>Journal für Mathematik-Didaktik</i>, vol. 46, no. 1, Art. no. 8, 2025, doi: <a href=\"https://doi.org/10.1007/s13138-025-00259-7\">10.1007/s13138-025-00259-7</a>.","apa":"Richter, A., Bruns, J., &#38; Gasteiger, H. (2025). Interaction- or Material-Centred Implementation of Teacher Professional Development: a Comparison of Teachers’ Competence Development and Potential Lesson Planning Lehrkräftefortbildung interaktions- oder materialzentriert implementieren: Ein Vergleich hinsichtlich der Kompetenzentwicklung sowie der potentiellen Unterrichtsplanung von Lehrkräften. <i>Journal Für Mathematik-Didaktik</i>, <i>46</i>(1), Article 8. <a href=\"https://doi.org/10.1007/s13138-025-00259-7\">https://doi.org/10.1007/s13138-025-00259-7</a>"},"date_updated":"2025-10-05T17:55:53Z","publication_status":"published","intvolume":"        46","title":"Interaction- or Material-Centred Implementation of Teacher Professional Development: a Comparison of Teachers’ Competence Development and Potential Lesson Planning Lehrkräftefortbildung interaktions- oder materialzentriert implementieren: Ein Vergleich hinsichtlich der Kompetenzentwicklung sowie der potentiellen Unterrichtsplanung von Lehrkräften","year":"2025","publication_identifier":{"issn":["0173-5322","1869-2699"]},"author":[{"id":"93186","first_name":"Alix","last_name":"Richter","full_name":"Richter, Alix"},{"full_name":"Bruns, Julia","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","first_name":"Julia","id":"72183"},{"first_name":"Hedwig","last_name":"Gasteiger","full_name":"Gasteiger, Hedwig"}],"doi":"10.1007/s13138-025-00259-7","article_number":"8","language":[{"iso":"eng"}],"abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title>\r\n          <jats:p>Teacher professional development (TPD) is a crucial support mechanism for mathematics teachers. Strategies for implementing TPD include disseminating educative curriculum materials or conducting TPD courses. However, it remains unclear whether different implementations of the same TPD support mathematics teachers in distinct ways. This study investigated two implementations of the TPD <jats:italic>EmMa-FS</jats:italic> which focuses early mathematics education (EME) for German vocational school (VS) teachers who instruct prospective early childhood (EC) educators. One group of teachers received an in-person TPD course along with educative curriculum materials (<jats:italic>n</jats:italic>\r\n            <jats:sub>\r\n              <jats:italic>PM</jats:italic>\r\n            </jats:sub> = 26), whereas the other received only the educative curriculum materials (<jats:italic>n</jats:italic>\r\n            <jats:sub>\r\n              <jats:italic>M</jats:italic>\r\n            </jats:sub> = 15). The effects on VS teachers’ beliefs and knowledge concerning EME were examined using a <jats:italic>t</jats:italic>-test and repeated measures ANOVA. To assess how teachers in the different implementation groups made use of the TPD in their lesson planning, participants submitted hypothetical lesson sequences on early numeracy, which were analysed for instructional quality, covered content, and the visible implementation of the provided educative curriculum materials using qualitative content analysis. The results indicated that both TPD implementations positively affected VS teachers’ knowledge related to EME but not their beliefs. While the instructional quality of the lesson sequences varied across both groups, participants who received the TPD course appeared to use the educative curriculum materials more often and to cover more content.</jats:p>"}],"publication":"Journal für Mathematik-Didaktik","issue":"1","type":"journal_article","department":[{"_id":"611"}],"date_created":"2025-10-05T17:55:20Z"},{"type":"journal_article","department":[{"_id":"611"}],"date_created":"2025-10-05T17:56:06Z","abstract":[{"lang":"eng","text":"<jats:p> Zusammenfassung: Frühe mathematische Bildung, die ihren Ausgangspunkt in den (Spiel-)Situationen der Kindertagesstätte nimmt, kann breite mathematische Erfahrungen ermöglichen, wenn die (Spiel-)Situationen entsprechende Möglichkeiten bieten. Erste Studien weisen darauf hin, dass in diesen Situationen verschiedene mathematische Inhalte angesprochen werden können. Allerdings konzentrieren sich bisherige Studien auf ausgewählte Kontexte oder Inhaltsbereiche. Diese Studie zielt daher auf eine vertiefte Analyse der Gelegenheiten für mathematische Erfahrungen, die in verschiedenen (Spiel-)Situationen im Alltag der Kindertagesstätte entstehen können. Dazu wurde eine videobasierte Beobachtungsstudie mittels einer Action-Kamera in einer Kindertagesstätte durchgeführt. Die Ergebnisse zeigen, dass eine Vielfalt von mathematischen Inhalten in (Spiel-)Situationen in der Kindertagesstätte beobachtet werden kann, einzelne Inhalte jedoch nur in formellen Lernsituationen auftreten. </jats:p>"}],"publication":"Frühe Bildung","issue":"4","doi":"10.1026/2191-9186/a000730","alternative_title":["Analyse von Gelegenheiten zur frühen mathematischen Bildung im Alltag einer Kindertagesstätte"],"language":[{"iso":"ger"}],"publication_status":"published","date_updated":"2025-10-05T17:56:50Z","intvolume":"        14","title":"Mathematik mit Kindern ausgehend von Spiel- und Routinesituationen in der Kindertagesstätte erkunden?","year":"2025","publication_identifier":{"issn":["2191-9186","2191-9194"]},"author":[{"last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","first_name":"Julia","full_name":"Bruns, Julia","id":"72183"},{"last_name":"Mette","first_name":"Tessa","full_name":"Mette, Tessa"}],"citation":{"ieee":"J. Bruns and T. Mette, “Mathematik mit Kindern ausgehend von Spiel- und Routinesituationen in der Kindertagesstätte erkunden?,” <i>Frühe Bildung</i>, vol. 14, no. 4, pp. 193–200, 2025, doi: <a href=\"https://doi.org/10.1026/2191-9186/a000730\">10.1026/2191-9186/a000730</a>.","apa":"Bruns, J., &#38; Mette, T. (2025). Mathematik mit Kindern ausgehend von Spiel- und Routinesituationen in der Kindertagesstätte erkunden? <i>Frühe Bildung</i>, <i>14</i>(4), 193–200. <a href=\"https://doi.org/10.1026/2191-9186/a000730\">https://doi.org/10.1026/2191-9186/a000730</a>","chicago":"Bruns, Julia, and Tessa Mette. “Mathematik mit Kindern ausgehend von Spiel- und Routinesituationen in der Kindertagesstätte erkunden?” <i>Frühe Bildung</i> 14, no. 4 (2025): 193–200. <a href=\"https://doi.org/10.1026/2191-9186/a000730\">https://doi.org/10.1026/2191-9186/a000730</a>.","short":"J. Bruns, T. Mette, Frühe Bildung 14 (2025) 193–200.","mla":"Bruns, Julia, and Tessa Mette. “Mathematik mit Kindern ausgehend von Spiel- und Routinesituationen in der Kindertagesstätte erkunden?” <i>Frühe Bildung</i>, vol. 14, no. 4, Hogrefe Publishing Group, 2025, pp. 193–200, doi:<a href=\"https://doi.org/10.1026/2191-9186/a000730\">10.1026/2191-9186/a000730</a>.","bibtex":"@article{Bruns_Mette_2025, title={Mathematik mit Kindern ausgehend von Spiel- und Routinesituationen in der Kindertagesstätte erkunden?}, volume={14}, DOI={<a href=\"https://doi.org/10.1026/2191-9186/a000730\">10.1026/2191-9186/a000730</a>}, number={4}, journal={Frühe Bildung}, publisher={Hogrefe Publishing Group}, author={Bruns, Julia and Mette, Tessa}, year={2025}, pages={193–200} }","ama":"Bruns J, Mette T. Mathematik mit Kindern ausgehend von Spiel- und Routinesituationen in der Kindertagesstätte erkunden? <i>Frühe Bildung</i>. 2025;14(4):193-200. doi:<a href=\"https://doi.org/10.1026/2191-9186/a000730\">10.1026/2191-9186/a000730</a>"},"user_id":"72183","volume":14,"page":"193-200","_id":"61519","publisher":"Hogrefe Publishing Group","status":"public"},{"date_created":"2025-03-05T10:12:59Z","type":"journal_article","citation":{"apa":"Dröse, J., Bruns, J., &#38; Häsel-Weide, U. (2025). Concept Maps zur Reflexion für einen professionellen Umgang mit Vielfalt im Mathematikunterricht. <i>Die Hochschullehre</i>. <a href=\"https://doi.org/10.3278/HSL2461W.\">https://doi.org/10.3278/HSL2461W.</a>","mla":"Dröse, Jennifer, et al. “Concept Maps Zur Reflexion Für Einen Professionellen Umgang Mit Vielfalt Im Mathematikunterricht.” <i>Die Hochschullehre</i>, 2025, doi:<a href=\"https://doi.org/10.3278/HSL2461W.\">10.3278/HSL2461W.</a>","ieee":"J. Dröse, J. Bruns, and U. Häsel-Weide, “Concept Maps zur Reflexion für einen professionellen Umgang mit Vielfalt im Mathematikunterricht,” <i>die hochschullehre</i>, 2025, doi: <a href=\"https://doi.org/10.3278/HSL2461W.\">10.3278/HSL2461W.</a>","ama":"Dröse J, Bruns J, Häsel-Weide U. Concept Maps zur Reflexion für einen professionellen Umgang mit Vielfalt im Mathematikunterricht. <i>die hochschullehre</i>. Published online 2025. doi:<a href=\"https://doi.org/10.3278/HSL2461W.\">10.3278/HSL2461W.</a>","short":"J. Dröse, J. Bruns, U. Häsel-Weide, Die Hochschullehre (2025).","chicago":"Dröse, Jennifer, Julia Bruns, and Uta Häsel-Weide. “Concept Maps Zur Reflexion Für Einen Professionellen Umgang Mit Vielfalt Im Mathematikunterricht.” <i>Die Hochschullehre</i>, 2025. <a href=\"https://doi.org/10.3278/HSL2461W.\">https://doi.org/10.3278/HSL2461W.</a>","bibtex":"@article{Dröse_Bruns_Häsel-Weide_2025, title={Concept Maps zur Reflexion für einen professionellen Umgang mit Vielfalt im Mathematikunterricht}, DOI={<a href=\"https://doi.org/10.3278/HSL2461W.\">10.3278/HSL2461W.</a>}, journal={die hochschullehre}, author={Dröse, Jennifer and Bruns, Julia and Häsel-Weide, Uta}, year={2025} }"},"publication":"die hochschullehre","_id":"58914","language":[{"iso":"eng"}],"user_id":"85820","doi":"10.3278/HSL2461W.","author":[{"id":"85820","first_name":"Jennifer","last_name":"Dröse","full_name":"Dröse, Jennifer"},{"full_name":"Bruns, Julia","first_name":"Julia","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","id":"72183"},{"full_name":"Häsel-Weide, Uta","last_name":"Häsel-Weide","first_name":"Uta","id":"60267"}],"year":"2025","title":"Concept Maps zur Reflexion für einen professionellen Umgang mit Vielfalt im Mathematikunterricht","status":"public","date_updated":"2025-03-05T10:13:11Z"},{"_id":"54970","language":[{"iso":"ger"}],"page":"72-78","volume":14,"user_id":"72183","doi":"https://doi.org/10.1026/2191-9186/a000712","author":[{"first_name":"Carolin","last_name":"Quack","full_name":"Quack, Carolin","id":"77311"},{"full_name":"Bruns, Julia","first_name":"Julia","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","id":"72183"}],"title":"Mathematikbezogenes Wissen, Einstellungen und Lerngelegenheiten als Einflussfaktoren der situativen Beobachtung und Wahrnehmung angehender frühpädagogischer Fachkräfte","year":"2025","status":"public","intvolume":"        14","date_updated":"2026-03-11T14:31:13Z","date_created":"2024-07-02T07:31:26Z","department":[{"_id":"611"}],"type":"journal_article","citation":{"apa":"Quack, C., &#38; Bruns, J. (2025). Mathematikbezogenes Wissen, Einstellungen und Lerngelegenheiten als Einflussfaktoren der situativen Beobachtung und Wahrnehmung angehender frühpädagogischer Fachkräfte. <i>Frühe Bildung</i>, <i>14</i>(2), 72–78. <a href=\"https://doi.org/10.1026/2191-9186/a000712\">https://doi.org/10.1026/2191-9186/a000712</a>","ieee":"C. Quack and J. Bruns, “Mathematikbezogenes Wissen, Einstellungen und Lerngelegenheiten als Einflussfaktoren der situativen Beobachtung und Wahrnehmung angehender frühpädagogischer Fachkräfte,” <i>Frühe Bildung</i>, vol. 14, no. 2, pp. 72–78, 2025, doi: <a href=\"https://doi.org/10.1026/2191-9186/a000712\">https://doi.org/10.1026/2191-9186/a000712</a>.","short":"C. Quack, J. Bruns, Frühe Bildung 14 (2025) 72–78.","chicago":"Quack, Carolin, and Julia Bruns. “Mathematikbezogenes Wissen, Einstellungen und Lerngelegenheiten als Einflussfaktoren der situativen Beobachtung und Wahrnehmung angehender frühpädagogischer Fachkräfte.” <i>Frühe Bildung</i> 14, no. 2 (2025): 72–78. <a href=\"https://doi.org/10.1026/2191-9186/a000712\">https://doi.org/10.1026/2191-9186/a000712</a>.","mla":"Quack, Carolin, and Julia Bruns. “Mathematikbezogenes Wissen, Einstellungen und Lerngelegenheiten als Einflussfaktoren der situativen Beobachtung und Wahrnehmung angehender frühpädagogischer Fachkräfte.” <i>Frühe Bildung</i>, vol. 14, no. 2, 2025, pp. 72–78, doi:<a href=\"https://doi.org/10.1026/2191-9186/a000712\">https://doi.org/10.1026/2191-9186/a000712</a>.","ama":"Quack C, Bruns J. Mathematikbezogenes Wissen, Einstellungen und Lerngelegenheiten als Einflussfaktoren der situativen Beobachtung und Wahrnehmung angehender frühpädagogischer Fachkräfte. <i>Frühe Bildung</i>. 2025;14(2):72-78. doi:<a href=\"https://doi.org/10.1026/2191-9186/a000712\">https://doi.org/10.1026/2191-9186/a000712</a>","bibtex":"@article{Quack_Bruns_2025, title={Mathematikbezogenes Wissen, Einstellungen und Lerngelegenheiten als Einflussfaktoren der situativen Beobachtung und Wahrnehmung angehender frühpädagogischer Fachkräfte}, volume={14}, DOI={<a href=\"https://doi.org/10.1026/2191-9186/a000712\">https://doi.org/10.1026/2191-9186/a000712</a>}, number={2}, journal={Frühe Bildung}, author={Quack, Carolin and Bruns, Julia}, year={2025}, pages={72–78} }"},"publication":"Frühe Bildung","issue":"2"},{"abstract":[{"lang":"eng","text":"<jats:p>Noticing besitzt eine hohe Bedeutung für das professionelle Handeln von Sportlehrkräften, insbesondere für den inklusiven Sportunterricht. Um eine angemessene Berücksichtigung individueller Lernvoraussetzungen und -prozesse bei der Planung und Durchführung von Unterricht zu gewährleisten, müssen die Sportlehrkräfte ihre Aufmerksamkeit gezielt auf die für die individuelle Förderung der Schüler*innen relevanten Ereignisse im zum Teil unübersichtlichen interaktiven Geschehens in der Sporthalle richten und diese auf theoretischer Grundlage interpretieren. Noticing, welches die selektive Aufmerksamkeitslenkung und das theoriegeleitete Deuten umfasst, bildet somit eine wichtige Voraussetzung, um allen Schüler*innen eine individuelle Förderung im inklusiven Sportunterricht zu ermöglichen. Die Fähigkeiten angehender Sportlehrkräften im Bereich Noticing insbesondere in inklusiven Settings sind bislang kaum untersucht worden. Diese Forschungslücke kann u.a. auf fehlende Forschungsinstrumente zur standardisierten Erfassung dieses Konstrukts zurückgeführt werden. Im Rahmen des Beitrags wird daher die Entwicklung und Validierung eines standardisierten, Videovignetten-basiertes Testinstruments zur Messung des Noticing von angehenden Sportlehrkräften im Hinblick auf individuelle Förderung im inklusiven Sportunterricht vorgestellt. Im Fokus der Validierung stehen der Testinhalt, die interne Struktur des Instruments sowie Zusammenhänge mit verwandten inhaltlichen Konstrukten. Die Ergebnisse aus drei aufeinander aufbauenden Validierungsstudien geben Hinweise auf die Reliabilität und Validität der Testwertinterpretation des Instruments ViProQiS_IF im Sinne des Noticing im Hinblick auf individuelle Förderung im inklusiven Sportunterricht.</jats:p>"}],"publication":"Journal for Educational Research Online","issue":"1","department":[{"_id":"611"}],"type":"journal_article","date_created":"2025-06-02T14:13:18Z","intvolume":"      2023","date_updated":"2025-06-02T14:14:25Z","publication_status":"published","publication_identifier":{"issn":["1866-6671"]},"author":[{"full_name":"Langer, Wiebke","last_name":"Langer","first_name":"Wiebke"},{"id":"72183","last_name":"Bruns","first_name":"Julia","orcid":"https://orcid.org/0000-0002-6604-5864","full_name":"Bruns, Julia"},{"full_name":"Erhorn, Jan","last_name":"Erhorn","first_name":"Jan"}],"title":"Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf individuelle Förderung im inklusiven Sportunterricht","year":"2024","doi":"10.31244/jero.2023.01.03","language":[{"iso":"eng"}],"citation":{"apa":"Langer, W., Bruns, J., &#38; Erhorn, J. (2024). Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf individuelle Förderung im inklusiven Sportunterricht. <i>Journal for Educational Research Online</i>, <i>2023</i>(1), 51–73. <a href=\"https://doi.org/10.31244/jero.2023.01.03\">https://doi.org/10.31244/jero.2023.01.03</a>","ieee":"W. Langer, J. Bruns, and J. Erhorn, “Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf individuelle Förderung im inklusiven Sportunterricht,” <i>Journal for Educational Research Online</i>, vol. 2023, no. 1, pp. 51–73, 2024, doi: <a href=\"https://doi.org/10.31244/jero.2023.01.03\">10.31244/jero.2023.01.03</a>.","short":"W. Langer, J. Bruns, J. Erhorn, Journal for Educational Research Online 2023 (2024) 51–73.","chicago":"Langer, Wiebke, Julia Bruns, and Jan Erhorn. “Entwicklung Und Validierung Eines Videobasierten Testinstruments Zur Erfassung Des Noticing Mit Dem Fokus Auf Individuelle Förderung Im Inklusiven Sportunterricht.” <i>Journal for Educational Research Online</i> 2023, no. 1 (2024): 51–73. <a href=\"https://doi.org/10.31244/jero.2023.01.03\">https://doi.org/10.31244/jero.2023.01.03</a>.","mla":"Langer, Wiebke, et al. “Entwicklung Und Validierung Eines Videobasierten Testinstruments Zur Erfassung Des Noticing Mit Dem Fokus Auf Individuelle Förderung Im Inklusiven Sportunterricht.” <i>Journal for Educational Research Online</i>, vol. 2023, no. 1, Waxmann, 2024, pp. 51–73, doi:<a href=\"https://doi.org/10.31244/jero.2023.01.03\">10.31244/jero.2023.01.03</a>.","ama":"Langer W, Bruns J, Erhorn J. Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf individuelle Förderung im inklusiven Sportunterricht. <i>Journal for Educational Research Online</i>. 2024;2023(1):51-73. doi:<a href=\"https://doi.org/10.31244/jero.2023.01.03\">10.31244/jero.2023.01.03</a>","bibtex":"@article{Langer_Bruns_Erhorn_2024, title={Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf individuelle Förderung im inklusiven Sportunterricht}, volume={2023}, DOI={<a href=\"https://doi.org/10.31244/jero.2023.01.03\">10.31244/jero.2023.01.03</a>}, number={1}, journal={Journal for Educational Research Online}, publisher={Waxmann}, author={Langer, Wiebke and Bruns, Julia and Erhorn, Jan}, year={2024}, pages={51–73} }"},"status":"public","volume":2023,"user_id":"72183","publisher":"Waxmann","_id":"60103","page":"51-73"},{"date_updated":"2025-06-02T14:14:34Z","publication_status":"published","intvolume":"        45","year":"2024","title":"Place Value and Regrouping as Helpful Constructs to Diagnose Difficulties in Understanding the Place Value System Stellenwert und Bündelung als hilfreiche Konstrukte zur Diagnose von Schwierigkeiten beim Verständnis des Stellenwertsystems","publication_identifier":{"issn":["0173-5322","1869-2699"]},"author":[{"first_name":"Solveig","last_name":"Jensen","full_name":"Jensen, Solveig"},{"last_name":"Gasteiger","first_name":"Hedwig","full_name":"Gasteiger, Hedwig"},{"id":"72183","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","first_name":"Julia","full_name":"Bruns, Julia"}],"doi":"10.1007/s13138-024-00234-8","article_number":"11","language":[{"iso":"eng"}],"abstract":[{"text":"<jats:title>Abstract</jats:title>\r\n          <jats:p>The understanding of place value systems, especially the base-ten place value system, is one of the most important prerequisites to develop numeracy. The understanding of place value systems can be ascribed to two concepts, which in the tradition of the German subject-matter didactics are called <jats:italic>regrouping principle</jats:italic> and <jats:italic>place value principle</jats:italic>. Our study aims at clarifying whether these two principles can be used systematically for an effective identification of the gaps in students’ understanding to give a basis for individual support. We therefore conducted a study with <jats:italic>N</jats:italic> = 100 third graders (8 to 10 years old). We asked the students to work on 7 tasks on translating named units into written numbers using the place value system, in which the place value principle, the regrouping principle or both principles had to be considered. We analysed the errors qualitatively regarding which principle was violated and developed a typification of solution behaviour. The identified individual difficulties by taking the perspective of the two principles can be a starting point for individual support. Our tasks are shown to be a quick and easy way to diagnose students’ individual problems in understanding the base-ten place value system.</jats:p>","lang":"eng"}],"issue":"2","publication":"Journal für Mathematik-Didaktik","type":"journal_article","department":[{"_id":"611"}],"date_created":"2025-06-02T14:13:34Z","status":"public","user_id":"72183","volume":45,"_id":"60104","publisher":"Springer Science and Business Media LLC","citation":{"ieee":"S. Jensen, H. Gasteiger, and J. Bruns, “Place Value and Regrouping as Helpful Constructs to Diagnose Difficulties in Understanding the Place Value System Stellenwert und Bündelung als hilfreiche Konstrukte zur Diagnose von Schwierigkeiten beim Verständnis des Stellenwertsystems,” <i>Journal für Mathematik-Didaktik</i>, vol. 45, no. 2, Art. no. 11, 2024, doi: <a href=\"https://doi.org/10.1007/s13138-024-00234-8\">10.1007/s13138-024-00234-8</a>.","apa":"Jensen, S., Gasteiger, H., &#38; Bruns, J. (2024). Place Value and Regrouping as Helpful Constructs to Diagnose Difficulties in Understanding the Place Value System Stellenwert und Bündelung als hilfreiche Konstrukte zur Diagnose von Schwierigkeiten beim Verständnis des Stellenwertsystems. <i>Journal Für Mathematik-Didaktik</i>, <i>45</i>(2), Article 11. <a href=\"https://doi.org/10.1007/s13138-024-00234-8\">https://doi.org/10.1007/s13138-024-00234-8</a>","chicago":"Jensen, Solveig, Hedwig Gasteiger, and Julia Bruns. “Place Value and Regrouping as Helpful Constructs to Diagnose Difficulties in Understanding the Place Value System Stellenwert Und Bündelung Als Hilfreiche Konstrukte Zur Diagnose von Schwierigkeiten Beim Verständnis Des Stellenwertsystems.” <i>Journal Für Mathematik-Didaktik</i> 45, no. 2 (2024). <a href=\"https://doi.org/10.1007/s13138-024-00234-8\">https://doi.org/10.1007/s13138-024-00234-8</a>.","short":"S. Jensen, H. Gasteiger, J. Bruns, Journal Für Mathematik-Didaktik 45 (2024).","mla":"Jensen, Solveig, et al. “Place Value and Regrouping as Helpful Constructs to Diagnose Difficulties in Understanding the Place Value System Stellenwert Und Bündelung Als Hilfreiche Konstrukte Zur Diagnose von Schwierigkeiten Beim Verständnis Des Stellenwertsystems.” <i>Journal Für Mathematik-Didaktik</i>, vol. 45, no. 2, 11, Springer Science and Business Media LLC, 2024, doi:<a href=\"https://doi.org/10.1007/s13138-024-00234-8\">10.1007/s13138-024-00234-8</a>.","bibtex":"@article{Jensen_Gasteiger_Bruns_2024, title={Place Value and Regrouping as Helpful Constructs to Diagnose Difficulties in Understanding the Place Value System Stellenwert und Bündelung als hilfreiche Konstrukte zur Diagnose von Schwierigkeiten beim Verständnis des Stellenwertsystems}, volume={45}, DOI={<a href=\"https://doi.org/10.1007/s13138-024-00234-8\">10.1007/s13138-024-00234-8</a>}, number={211}, journal={Journal für Mathematik-Didaktik}, publisher={Springer Science and Business Media LLC}, author={Jensen, Solveig and Gasteiger, Hedwig and Bruns, Julia}, year={2024} }","ama":"Jensen S, Gasteiger H, Bruns J. Place Value and Regrouping as Helpful Constructs to Diagnose Difficulties in Understanding the Place Value System Stellenwert und Bündelung als hilfreiche Konstrukte zur Diagnose von Schwierigkeiten beim Verständnis des Stellenwertsystems. <i>Journal für Mathematik-Didaktik</i>. 2024;45(2). doi:<a href=\"https://doi.org/10.1007/s13138-024-00234-8\">10.1007/s13138-024-00234-8</a>"}},{"publication":"Teacher professional vision: Empirical perspectives","citation":{"chicago":"Langer, W., Julia Bruns, and J. Erhorn. “Development and validation of a test to measure situation-specific skills with regard to providing participation in inclusive physical education.” In <i>Teacher professional vision: Empirical perspectives</i>, edited by R. Stahnke and A. Gegenfurtner, 232–48. Routledge, 2024.","short":"W. Langer, J. Bruns, J. Erhorn, in: R. Stahnke, A. Gegenfurtner (Eds.), Teacher professional vision: Empirical perspectives, Routledge, 2024, pp. 232–248.","apa":"Langer, W., Bruns, J., &#38; Erhorn, J. (2024). Development and validation of a test to measure situation-specific skills with regard to providing participation in inclusive physical education. In R. Stahnke &#38; A. Gegenfurtner (Eds.), <i>Teacher professional vision: Empirical perspectives</i> (pp. 232–248). Routledge.","ieee":"W. Langer, J. Bruns, and J. Erhorn, “Development and validation of a test to measure situation-specific skills with regard to providing participation in inclusive physical education,” in <i>Teacher professional vision: Empirical perspectives</i>, R. Stahnke and A. Gegenfurtner, Eds. Routledge, 2024, pp. 232–248.","ama":"Langer W, Bruns J, Erhorn J. Development and validation of a test to measure situation-specific skills with regard to providing participation in inclusive physical education. In: Stahnke R, Gegenfurtner A, eds. <i>Teacher professional vision: Empirical perspectives</i>. Routledge; 2024:232-248.","bibtex":"@inbook{Langer_Bruns_Erhorn_2024, title={Development and validation of a test to measure situation-specific skills with regard to providing participation in inclusive physical education}, booktitle={Teacher professional vision: Empirical perspectives}, publisher={Routledge}, author={Langer, W. and Bruns, Julia and Erhorn, J.}, editor={Stahnke, R. and Gegenfurtner, A.}, year={2024}, pages={232–248} }","mla":"Langer, W., et al. “Development and validation of a test to measure situation-specific skills with regard to providing participation in inclusive physical education.” <i>Teacher professional vision: Empirical perspectives</i>, edited by R. Stahnke and A. Gegenfurtner, Routledge, 2024, pp. 232–48."},"type":"book_chapter","department":[{"_id":"97"},{"_id":"611"}],"date_created":"2023-06-20T18:58:10Z","publication_status":"published","date_updated":"2025-06-02T14:12:58Z","status":"public","title":"Development and validation of a test to measure situation-specific skills with regard to providing participation in inclusive physical education","year":"2024","author":[{"full_name":"Langer, W.","last_name":"Langer","first_name":"W."},{"full_name":"Bruns, Julia","first_name":"Julia","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","id":"72183"},{"full_name":"Erhorn, J.","first_name":"J.","last_name":"Erhorn"}],"user_id":"72183","editor":[{"full_name":"Stahnke, R.","first_name":"R.","last_name":"Stahnke"},{"full_name":"Gegenfurtner, A.","first_name":"A.","last_name":"Gegenfurtner"}],"page":"232-248","_id":"45693","language":[{"iso":"ger"}],"publisher":"Routledge"},{"year":"2024","status":"public","title":"Intervention Research on Teachers’ Professional Vision: Challenges of Current Research","author":[{"id":"72183","last_name":"Bruns","first_name":"Julia","orcid":"https://orcid.org/0000-0002-6604-5864","full_name":"Bruns, Julia"}],"publication_status":"published","date_updated":"2025-06-02T14:13:12Z","page":"156-171","language":[{"iso":"ger"}],"_id":"45692","publisher":"Routledge","user_id":"72183","editor":[{"full_name":"Stahnke, R.","last_name":"Stahnke","first_name":"R."},{"first_name":"A.","last_name":"Gegenfurtner","full_name":"Gegenfurtner, A."}],"publication":"Teacher professional vision: Theoretical and Methodological Advances","citation":{"mla":"Bruns, Julia. “Intervention Research on Teachers’ Professional Vision: Challenges of Current Research.” <i>Teacher professional vision: Theoretical and Methodological Advances</i>, edited by R. Stahnke and A. Gegenfurtner, Routledge, 2024, pp. 156–71.","ama":"Bruns J. Intervention Research on Teachers’ Professional Vision: Challenges of Current Research. In: Stahnke R, Gegenfurtner A, eds. <i>Teacher professional vision: Theoretical and Methodological Advances</i>. Routledge; 2024:156-171.","bibtex":"@inbook{Bruns_2024, title={Intervention Research on Teachers’ Professional Vision: Challenges of Current Research}, booktitle={Teacher professional vision: Theoretical and Methodological Advances}, publisher={Routledge}, author={Bruns, Julia}, editor={Stahnke, R. and Gegenfurtner, A.}, year={2024}, pages={156–171} }","apa":"Bruns, J. (2024). Intervention Research on Teachers’ Professional Vision: Challenges of Current Research. In R. Stahnke &#38; A. Gegenfurtner (Eds.), <i>Teacher professional vision: Theoretical and Methodological Advances</i> (pp. 156–171). Routledge.","ieee":"J. Bruns, “Intervention Research on Teachers’ Professional Vision: Challenges of Current Research,” in <i>Teacher professional vision: Theoretical and Methodological Advances</i>, R. Stahnke and A. Gegenfurtner, Eds. Routledge, 2024, pp. 156–171.","short":"J. Bruns, in: R. Stahnke, A. Gegenfurtner (Eds.), Teacher professional vision: Theoretical and Methodological Advances, Routledge, 2024, pp. 156–171.","chicago":"Bruns, Julia. “Intervention Research on Teachers’ Professional Vision: Challenges of Current Research.” In <i>Teacher professional vision: Theoretical and Methodological Advances</i>, edited by R. Stahnke and A. Gegenfurtner, 156–71. Routledge, 2024."},"date_created":"2023-06-20T18:56:33Z","type":"book_chapter","department":[{"_id":"97"},{"_id":"611"}]},{"citation":{"short":"J. Bruns, M. Hagena, H. Gasteiger, Teaching and Teacher Education 132 (2023).","chicago":"Bruns, Julia, Maike Hagena, and Hedwig Gasteiger. “Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?” <i>Teaching and Teacher Education</i> 132 (2023). <a href=\"https://doi.org/10.1016/j.tate.2023.104270\">https://doi.org/10.1016/j.tate.2023.104270</a>.","ieee":"J. Bruns, M. Hagena, and H. Gasteiger, “Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?,” <i>Teaching and Teacher Education</i>, vol. 132, Art. no. 104270, 2023, doi: <a href=\"https://doi.org/10.1016/j.tate.2023.104270\">10.1016/j.tate.2023.104270</a>.","apa":"Bruns, J., Hagena, M., &#38; Gasteiger, H. (2023). Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects? <i>Teaching and Teacher Education</i>, <i>132</i>, Article 104270. <a href=\"https://doi.org/10.1016/j.tate.2023.104270\">https://doi.org/10.1016/j.tate.2023.104270</a>","bibtex":"@article{Bruns_Hagena_Gasteiger_2023, title={Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?}, volume={132}, DOI={<a href=\"https://doi.org/10.1016/j.tate.2023.104270\">10.1016/j.tate.2023.104270</a>}, number={104270}, journal={Teaching and Teacher Education}, publisher={Elsevier BV}, author={Bruns, Julia and Hagena, Maike and Gasteiger, Hedwig}, year={2023} }","ama":"Bruns J, Hagena M, Gasteiger H. Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects? <i>Teaching and Teacher Education</i>. 2023;132. doi:<a href=\"https://doi.org/10.1016/j.tate.2023.104270\">10.1016/j.tate.2023.104270</a>","mla":"Bruns, Julia, et al. “Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?” <i>Teaching and Teacher Education</i>, vol. 132, 104270, Elsevier BV, 2023, doi:<a href=\"https://doi.org/10.1016/j.tate.2023.104270\">10.1016/j.tate.2023.104270</a>."},"status":"public","volume":132,"user_id":"72183","_id":"46155","publisher":"Elsevier BV","publication":"Teaching and Teacher Education","department":[{"_id":"611"}],"type":"journal_article","keyword":["Education"],"date_created":"2023-07-26T08:55:26Z","intvolume":"       132","publication_status":"published","date_updated":"2025-06-02T12:59:11Z","publication_identifier":{"issn":["0742-051X"]},"author":[{"first_name":"Julia","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","full_name":"Bruns, Julia","id":"72183"},{"full_name":"Hagena, Maike","first_name":"Maike","last_name":"Hagena"},{"full_name":"Gasteiger, Hedwig","first_name":"Hedwig","last_name":"Gasteiger"}],"year":"2023","title":"Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?","doi":"10.1016/j.tate.2023.104270","language":[{"iso":"eng"}],"article_number":"104270"},{"language":[{"iso":"ger"}],"_id":"45679","publisher":"WTM-Verlag","user_id":"49063","author":[{"first_name":"Julia","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","full_name":"Bruns, Julia","id":"72183"},{"full_name":"Reuter, D.","first_name":"D.","last_name":"Reuter"}],"year":"2022","title":"„Ich hab als Erstes die angeguckt“ – Muster- und Strukturerkennung mit Eye-Tracking besser verstehen?","status":"public","date_updated":"2023-06-20T18:27:55Z","publication_status":"published","date_created":"2023-06-20T18:27:40Z","department":[{"_id":"97"},{"_id":"611"}],"type":"conference","citation":{"ieee":"J. Bruns and D. Reuter, “„Ich hab als Erstes die angeguckt“ – Muster- und Strukturerkennung mit Eye-Tracking besser verstehen?,” 2022.","apa":"Bruns, J., &#38; Reuter, D. (2022). „Ich hab als Erstes die angeguckt“ – Muster- und Strukturerkennung mit Eye-Tracking besser verstehen? <i>Beiträge zum Mathematikunterricht 2022</i>.","short":"J. Bruns, D. Reuter, in: Beiträge zum Mathematikunterricht 2022, WTM-Verlag, 2022.","chicago":"Bruns, Julia, and D. Reuter. “„Ich hab als Erstes die angeguckt“ – Muster- und Strukturerkennung mit Eye-Tracking besser verstehen?” In <i>Beiträge zum Mathematikunterricht 2022</i>. WTM-Verlag, 2022.","mla":"Bruns, Julia, and D. Reuter. “„Ich hab als Erstes die angeguckt“ – Muster- und Strukturerkennung mit Eye-Tracking besser verstehen?” <i>Beiträge zum Mathematikunterricht 2022</i>, WTM-Verlag, 2022.","bibtex":"@inproceedings{Bruns_Reuter_2022, title={„Ich hab als Erstes die angeguckt“ – Muster- und Strukturerkennung mit Eye-Tracking besser verstehen?}, booktitle={Beiträge zum Mathematikunterricht 2022}, publisher={WTM-Verlag}, author={Bruns, Julia and Reuter, D.}, year={2022} }","ama":"Bruns J, Reuter D. „Ich hab als Erstes die angeguckt“ – Muster- und Strukturerkennung mit Eye-Tracking besser verstehen? In: <i>Beiträge zum Mathematikunterricht 2022</i>. WTM-Verlag; 2022."},"publication":"Beiträge zum Mathematikunterricht 2022"},{"title":"Effects of Facilitator Professional Development on Teachers’ Learning – An Intervention Study in the Context of Early Mathematics Education","year":"2022","status":"public","author":[{"full_name":"Bruns, Julia","first_name":"Julia","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","id":"72183"},{"full_name":"Hagena, M.","first_name":"M.","last_name":"Hagena"},{"full_name":"Gasteiger, H.","last_name":"Gasteiger","first_name":"H."}],"conference":{"name":"Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)","location":"Free University of Bozen-Bolzano and ERME"},"publication_status":"published","date_updated":"2023-06-20T19:06:39Z","language":[{"iso":"eng"}],"_id":"45678","user_id":"49063","editor":[{"first_name":"J.","last_name":"Hodgen","full_name":"Hodgen, J."},{"full_name":"Geraniou, E.","last_name":"Geraniou","first_name":"E."},{"first_name":"G.","last_name":"Bolondi","full_name":"Bolondi, G."},{"first_name":"F.","last_name":"Ferretti","full_name":"Ferretti, F."}],"publication":"Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)","citation":{"ama":"Bruns J, Hagena M, Gasteiger H. Effects of Facilitator Professional Development on Teachers’ Learning – An Intervention Study in the Context of Early Mathematics Education. In: Hodgen J, Geraniou E, Bolondi G, Ferretti F, eds. <i>Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)</i>. ; 2022.","bibtex":"@inproceedings{Bruns_Hagena_Gasteiger_2022, title={Effects of Facilitator Professional Development on Teachers’ Learning – An Intervention Study in the Context of Early Mathematics Education}, booktitle={Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)}, author={Bruns, Julia and Hagena, M. and Gasteiger, H.}, editor={Hodgen, J. and Geraniou, E. and Bolondi, G. and Ferretti, F.}, year={2022} }","mla":"Bruns, Julia, et al. “Effects of Facilitator Professional Development on Teachers’ Learning – An Intervention Study in the Context of Early Mathematics Education.” <i>Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)</i>, edited by J. Hodgen et al., 2022.","short":"J. Bruns, M. Hagena, H. Gasteiger, in: J. Hodgen, E. Geraniou, G. Bolondi, F. Ferretti (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), 2022.","chicago":"Bruns, Julia, M. Hagena, and H. Gasteiger. “Effects of Facilitator Professional Development on Teachers’ Learning – An Intervention Study in the Context of Early Mathematics Education.” In <i>Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)</i>, edited by J. Hodgen, E. Geraniou, G. Bolondi, and F. Ferretti, 2022.","apa":"Bruns, J., Hagena, M., &#38; Gasteiger, H. (2022). Effects of Facilitator Professional Development on Teachers’ Learning – An Intervention Study in the Context of Early Mathematics Education. In J. Hodgen, E. Geraniou, G. Bolondi, &#38; F. Ferretti (Eds.), <i>Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)</i>.","ieee":"J. Bruns, M. Hagena, and H. Gasteiger, “Effects of Facilitator Professional Development on Teachers’ Learning – An Intervention Study in the Context of Early Mathematics Education,” in <i>Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)</i>, Free University of Bozen-Bolzano and ERME, 2022."},"date_created":"2023-06-20T18:26:19Z","type":"conference","department":[{"_id":"97"},{"_id":"611"}]},{"publication_status":"published","date_updated":"2023-06-20T19:06:58Z","intvolume":"        52","year":"2022","title":"Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf Anerkennungsprozesse im inklusiven Sportunterricht","status":"public","author":[{"id":"72183","full_name":"Bruns, Julia","first_name":"Julia","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns"},{"first_name":"W.","last_name":"Langer","full_name":"Langer, W."},{"first_name":"J.","last_name":"Erhorn","full_name":"Erhorn, J."}],"user_id":"49063","doi":"10.1007/s12662-022-00807-0","volume":52,"page":"386–397","_id":"45677","language":[{"iso":"ger"}],"publication":"German Journal of Exercise and Sport Research","issue":"3","citation":{"chicago":"Bruns, Julia, W. Langer, and J. Erhorn. “Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf Anerkennungsprozesse im inklusiven Sportunterricht.” <i>German Journal of Exercise and Sport Research</i> 52, no. 3 (2022): 386–397. <a href=\"https://doi.org/10.1007/s12662-022-00807-0\">https://doi.org/10.1007/s12662-022-00807-0</a>.","short":"J. Bruns, W. Langer, J. Erhorn, German Journal of Exercise and Sport Research 52 (2022) 386–397.","ama":"Bruns J, Langer W, Erhorn J. Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf Anerkennungsprozesse im inklusiven Sportunterricht. <i>German Journal of Exercise and Sport Research</i>. 2022;52(3):386–397. doi:<a href=\"https://doi.org/10.1007/s12662-022-00807-0\">10.1007/s12662-022-00807-0</a>","bibtex":"@article{Bruns_Langer_Erhorn_2022, title={Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf Anerkennungsprozesse im inklusiven Sportunterricht}, volume={52}, DOI={<a href=\"https://doi.org/10.1007/s12662-022-00807-0\">10.1007/s12662-022-00807-0</a>}, number={3}, journal={German Journal of Exercise and Sport Research}, author={Bruns, Julia and Langer, W. and Erhorn, J.}, year={2022}, pages={386–397} }","mla":"Bruns, Julia, et al. “Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf Anerkennungsprozesse im inklusiven Sportunterricht.” <i>German Journal of Exercise and Sport Research</i>, vol. 52, no. 3, 2022, pp. 386–397, doi:<a href=\"https://doi.org/10.1007/s12662-022-00807-0\">10.1007/s12662-022-00807-0</a>.","apa":"Bruns, J., Langer, W., &#38; Erhorn, J. (2022). Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf Anerkennungsprozesse im inklusiven Sportunterricht. <i>German Journal of Exercise and Sport Research</i>, <i>52</i>(3), 386–397. <a href=\"https://doi.org/10.1007/s12662-022-00807-0\">https://doi.org/10.1007/s12662-022-00807-0</a>","ieee":"J. Bruns, W. Langer, and J. Erhorn, “Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf Anerkennungsprozesse im inklusiven Sportunterricht,” <i>German Journal of Exercise and Sport Research</i>, vol. 52, no. 3, pp. 386–397, 2022, doi: <a href=\"https://doi.org/10.1007/s12662-022-00807-0\">10.1007/s12662-022-00807-0</a>."},"type":"journal_article","department":[{"_id":"97"},{"_id":"611"}],"date_created":"2023-06-20T18:22:54Z"},{"publication_status":"published","date_updated":"2023-06-20T19:10:42Z","article_type":"original","intvolume":"        52","title":"Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education","year":"2022","author":[{"full_name":"Langer, Wiebke","first_name":"Wiebke","last_name":"Langer"},{"first_name":"Julia","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","full_name":"Bruns, Julia","id":"72183"},{"full_name":"Erhorn, Jan","first_name":"Jan","last_name":"Erhorn"}],"publication_identifier":{"eissn":["2509-3150"],"issn":["2509-3142"]},"doi":"10.1007/s12662-022-00807-0","language":[{"iso":"eng"}],"abstract":[{"lang":"eng","text":"The construct of noticing is considered to be of crucial importance for professional action of (prospective) physical education (PE) teachers in the context of (inclusive) PE. In order to implement the demands of inclusive PE teaching, noticingwith regard to processes of recognition proves to be particularly significant. Due to the relevance of physicality, the design of recognition relationships that encourage pupils' development results in specific requirements for the selective attention and the theory-based interpretation of processes of recognition and disregard in complex teaching situations. This facet of competence has hardly been studied so far, partly due to the lack of instruments for standardised assessment of this construct. In the context of this paper, the development and validation of a standardised, video vignette-based test instrument for the measurement of noticingwith regard to processes of recognition of prospective PE teachers is presented. The validation focuses on the content of the test and the internal structure of the instrument as well as on correlations with related constructs in terms of content. The results from three consecutive validation studies provide indications of the reliability and validity of the test score interpretation of the instrument ViProQiS_A. The findings so far indicate that the standardised measurement of noticingwith regard to processes of recognitionin inclusive PE could be realized on the basis of the test instrument developed here."}],"publication":"German Journal of Exercise and Sport Research","issue":"3","type":"journal_article","keyword":["Physical education teacher education","Competence modelling and","measurement","Inclusive physical education","Video-based items","Noticing"],"department":[{"_id":"97"},{"_id":"611"}],"date_created":"2022-12-22T09:22:45Z","status":"public","user_id":"49063","volume":52,"page":"386-397","_id":"34820","publisher":"Springer","quality_controlled":"1","isi":"1","citation":{"chicago":"Langer, Wiebke, Julia Bruns, and Jan Erhorn. “Development and Validation of a Video-Based Test Instrument to Measure Noticing with Regard to Processes Ofrecognition in Inclusive Physical Education.” <i>German Journal of Exercise and Sport Research</i> 52, no. 3 (2022): 386–97. <a href=\"https://doi.org/10.1007/s12662-022-00807-0\">https://doi.org/10.1007/s12662-022-00807-0</a>.","short":"W. Langer, J. Bruns, J. Erhorn, German Journal of Exercise and Sport Research 52 (2022) 386–397.","apa":"Langer, W., Bruns, J., &#38; Erhorn, J. (2022). Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education. <i>German Journal of Exercise and Sport Research</i>, <i>52</i>(3), 386–397. <a href=\"https://doi.org/10.1007/s12662-022-00807-0\">https://doi.org/10.1007/s12662-022-00807-0</a>","ieee":"W. Langer, J. Bruns, and J. Erhorn, “Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education,” <i>German Journal of Exercise and Sport Research</i>, vol. 52, no. 3, pp. 386–397, 2022, doi: <a href=\"https://doi.org/10.1007/s12662-022-00807-0\">10.1007/s12662-022-00807-0</a>.","ama":"Langer W, Bruns J, Erhorn J. Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education. <i>German Journal of Exercise and Sport Research</i>. 2022;52(3):386-397. doi:<a href=\"https://doi.org/10.1007/s12662-022-00807-0\">10.1007/s12662-022-00807-0</a>","bibtex":"@article{Langer_Bruns_Erhorn_2022, title={Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education}, volume={52}, DOI={<a href=\"https://doi.org/10.1007/s12662-022-00807-0\">10.1007/s12662-022-00807-0</a>}, number={3}, journal={German Journal of Exercise and Sport Research}, publisher={Springer}, author={Langer, Wiebke and Bruns, Julia and Erhorn, Jan}, year={2022}, pages={386–397} }","mla":"Langer, Wiebke, et al. “Development and Validation of a Video-Based Test Instrument to Measure Noticing with Regard to Processes Ofrecognition in Inclusive Physical Education.” <i>German Journal of Exercise and Sport Research</i>, vol. 52, no. 3, Springer, 2022, pp. 386–97, doi:<a href=\"https://doi.org/10.1007/s12662-022-00807-0\">10.1007/s12662-022-00807-0</a>."},"external_id":{"isi":["000788945100004"]}}]