Measuring pre-service teachers’ noticing competencies within a mathematical modeling context – an analysis of an instrument

Abstract Teaching mathematical modeling is a demanding task. Thus, fostering teachers’ competencies in this regard an essential component of teacher education. Recent conceptualizations include situation-specific skills based on the concept noticing, which particular interest for spontaneous reactions needed when teaching modeling. The study described paper aims to analyze development video-based instrument measuring noticing within context and obtain evidence validity instrument. Three kinds are examined three different studies: content validity, elemental construct validity. Indicators could be found through expert ratings implementation with target group, where participants were able perceive all relevant aspects. qualitative analysis participants’ reasoning, consistent coded level, indicates Moreover, results confirmatory factor suggest one overall competence context. Taken together, these studies imply satisfactory