Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship

European Journal of Psychology of Education, Journal Year: 2015, Volume and Issue: 30(4), P. 385 - 403

Published: March 14, 2015

Language: Английский

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The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality

Teaching and Teacher Education, Journal Year: 2019, Volume and Issue: 86, P. 102882 - 102882

Published: Aug. 26, 2019

Language: Английский

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The mathematics teacher’s specialised knowledge (MTSK) model*

Research in Mathematics Education, Journal Year: 2018, Volume and Issue: 20(3), P. 236 - 253

Published: July 19, 2018

This paper presents the Mathematics Teacher's Specialised Knowledge (MTSK) model. It acknowledges earlier contributions to understanding and structuring teachers' knowledge, in particular, special debt owed Shulman's notion of pedagogical content knowledge Ball collaborators' Mathematical for Teaching (MKT), influential specialised nature one its sub-domains. The authors' research with teachers has led them explore characteristics MKT refine descriptors relating sub-domains, a task which underlined difficulty involved unambiguously delimiting boundaries separate these. As result, taking into consideration broader view teacher's mathematical authors propose framework which, whilst respecting major domains Content Pedagogical Knowledge, regards specialisation respect as property is inherent model extends across all

Language: Английский

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Quality Teaching of Mathematical Modelling: What Do We Know, What Can We Do?

Springer eBooks, Journal Year: 2015, Volume and Issue: unknown, P. 73 - 96

Published: Jan. 1, 2015

Language: Английский

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The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

Journal of Research in Science Teaching, Journal Year: 2016, Volume and Issue: 54(5), P. 586 - 614

Published: Dec. 29, 2016

Abstract This paper examines students’ achievement and interest the extent to which they are predicted by teacher knowledge motivation. Student both considered desirable outcomes of school instruction. Teacher pedagogical content has been identified a major predictor student in previous research, whereas motivation is decisive factor influencing interest. So far, however, most research either focused on or (both as well teachers’ side), rarely investigating them together examining instructional mechanisms through supposed effects facilitated. In present study, N = 77 physics teachers their classes Germany Switzerland investigated utilizing multi‐method approach combining data obtained from test‐instruments (teacher knowledge, achievement) questionnaires motivation, interest, perceived enthusiastic teaching) videotaped instruction (cognitive activation rated observers). Multi‐level structural equation modeling was used support assumptions that positively achievement; effect mediated cognitive activation. Teachers’ teaching students. Neither did predict nor achievement. implies order improve affective outcomes, but also need be considered. © 2016 The Authors. Journal Research Science Teaching Published Wiley Periodicals, Inc. J Res Sci Teach 54:586–614, 2017

Language: Английский

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The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies

Educational Psychology Review, Journal Year: 2020, Volume and Issue: 33(2), P. 489 - 533

Published: July 15, 2020

Abstract Despite the consensus about importance of self-regulated learning for academic as well lifelong learning, it is still poorly understood to how teachers can most effectively support their students in enacting learning. This article provides a framework be activated directly through strategy instruction and indirectly by creating environment that allows regulate In examining teachers’ instructional attempts SRL, we systematically review literature on classroom observation studies have assessed students’ SRL. The results 17 retrieved show classrooms, only little direct took place. Nevertheless, some provided with environments require thus foster indirectly. Based studies, this stresses significance (1) instructing SRL strategies explicitly so develop metacognitive knowledge skills integrate application these successfully into process, (2) necessity complementing research data gathered from student teacher self-report order obtain comprehensive view effectiveness approaches Finally, discuss ten cornerstones future directions supporting

Language: Английский

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Teachers' assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model

Teaching and Teacher Education, Journal Year: 2017, Volume and Issue: 76, P. 181 - 193

Published: Dec. 19, 2017

Language: Английский

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Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback and student achievement

Learning and Instruction, Journal Year: 2020, Volume and Issue: 66, P. 101296 - 101296

Published: Jan. 17, 2020

This study investigated the link between teacher expectations and student learning, relying on longitudinal data from 64 classrooms 1026 first-grade students in Germany. Further, based a subsample of 19 with 354 students, we explored mediating role three characteristics feedback rated video-recorded school lessons. The results showed that were inaccurate to some extent; is, they did not entirely agree students' current achievement, general cognitive abilities motivations. In addition, this inaccuracy significantly predicted end-of-year even after prior abilities, motivation, background considered. Specifically, inaccurately high associated greater achievement reading mathematics, whereas low lower only. Furthermore, varied but substantially mediate expectancy effects.

Language: Английский

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Beginning teachers' efficacy and emotional exhaustion: Latent changes, reciprocity, and the influence of professional knowledge

Contemporary Educational Psychology, Journal Year: 2014, Volume and Issue: 41, P. 62 - 72

Published: Nov. 16, 2014

Language: Английский

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Sustainability competencies in teacher education: Making teacher education count in everyday school practice

Journal of Cleaner Production, Journal Year: 2017, Volume and Issue: 174, P. 821 - 826

Published: Oct. 27, 2017

Language: Английский

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