Educational Studies in Mathematics

, Volume 94, Issue 2, pp 183–184 | Cite as

Erratum to: Professional competencies of (prospective) mathematics teachers - cognitive versus situated approaches

  • Gabriele Kaiser
  • Sigrid Blömeke
  • Johannes König
  • Andreas Busse
  • Martina Döhrmann
  • Jessica Hoth
Erratum

Erratum to: Educ Stud Math

DOI 10.1007/s10649-016-9713-8

Some text boxes in Figure 7 were not reproduced correctly. The correct version of Figure 7 is provided below.

Fig. 7. Research and Impact model of TEDS-Instruct and TEDS-Validate

Legend: mathematical content knowledge (MCK), mathematics pedagogical content knowledge (MPCK) and general pedagogical knowledge (GPK), Percept (Perception of classroom situations), Interpret (Interpretation), Dec (Decision-making)

Copyright information

© Springer Science+Business Media Dordrecht 2016

Authors and Affiliations

  • Gabriele Kaiser
    • 1
  • Sigrid Blömeke
    • 2
  • Johannes König
    • 3
  • Andreas Busse
    • 1
  • Martina Döhrmann
    • 4
  • Jessica Hoth
    • 4
  1. 1.Faculty of EducationUniversity of HamburgHamburgGermany
  2. 2.Centre for Educational Measurement (CEMO)University of OsloOsloNorway
  3. 3.Faculty of Human SciencesUniversity of CologneCologneGermany
  4. 4.Institute for Mathematics and Science EducationUniversity of VechtaVechtaGermany

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