Empirical research on teacher competence in mathematics lesson planning: recent developments.

Lesson planning is of central importance to the teaching of all subjects in school. However, despite its high relevance, there is still a substantial need for a comprehensive review of factors affecting lesson planning. Empirical evidence on how teachers' competence in lesson planning can be developed, what challenges may be encountered during the lesson planning process, and successful lesson planning designs and practices should come to light on. To close this gap the current paper presents the results of a systematic review of 20 empirical research studies on teacher competence in mathematics lesson planning. For detailed insight into the most recent contributions of the reviewed studies on mathematics lesson planning, we analyzed studies conducted during the past decade, adapting the "process model of lesson planning" and the model of "competence as continuum" as a heuristic for approaching lesson planning. We present key results of the studies related to four major themes: (1) dispositions and their influence on developing and implementing lesson plans, (2) quality aspects of lesson plans and the development of lesson planning skills, (3) difficulties in lesson planning, and (4) the relationship between lesson planning skills and performance in implementation of lesson plans. The results of our literature review reveal that teachers (especially novice teachers) face difficulties in lesson planning and their overall competence (and knowledge) are not at an expert level. However, as the results of the examined studies pointed out, teachers can acquire such competence and knowledge through training within initial teacher education and professional development. Overall, teachers need support in planning mathematics lessons by delineating their lesson plan to improve their awareness of students' thinking, possible learning trajectories, effective usage of the curriculum and teaching resources, and the potential of innovative pedagogies that incorporate new technology.

Digital resources as an aspect of teacher professional digital competence: One term, different definitions - a systematic review.

The term 'digital resources' is increasingly used in educational research to describe the specific knowledge and skills that constitute teachers' professional digital competence. Educational policy documents, including the European Framework for the Digital Competence of Educators (DigCompEdu), deploy the term to reaffirm teachers' need for special skills in using digital resources. However, educational research literature presents inconsistent views of the term, restricting its effective use in further research and the promotion of associated skills among pre-service and in-service teachers. To clarify the term 'digital resources' and support future research related to its application especially in empirical research on teachers' professional digital competence, this systematic review aims to analyse the definitions of digital resources as a scientific term in 23 articles and to examine and compare the facets and aspects of digital resources. Finally, we derive a definition from the various perspectives and discuss the implications for the definition of digital resources as an aspect of teachers' professional digital competence.

Postdoctoral employment and future non-academic career prospects.

Most recipients of doctorates leave universities some years after graduation, while little is known about their future non-academic career prospects. I report results from a novel microlevel database that links information about doctoral dissertations completed in Germany with doctorate recipients' social security records. The results, based on graduates' individual careers for five broader subject groups, indicate that postdoctoral periods do not result in a wage premium when changing to the non-academic sector.

Practical learning opportunities and changes in teachers' self-efficacy beliefs: Does the development of bachelor student teachers' competence differ before and during COVID-19?

This article investigates changes in student teachers' teacher self-efficacy beliefs (SEBs) as part of their competence development during their three-year bachelor's program and how these changes can be explained through practical learning opportunities. Using two bachelor's student teacher cohorts who studied during and prior to COVID-19, differences in the development of their competence are analyzed longitudinally over three time points. Unexpectedly, no increase in SEBs was observed; rather, a significant decline was identified, with little practical relevance for the cohort who had studied before and medium practical relevance for the cohort who studied during the pandemic. At the end of their bachelor's program, students in the cohort who studied before the pandemic reported slightly higher levels of SEBs than those who had to study during the pandemic. A path model indicates that studying during the pandemic negatively impacted both practical learning opportunities and changes in student teachers' SEBs, whereas practical learning opportunities positively impacted SEBs changes. The findings' implications for practical learning opportunities in initial teacher education are discussed.