Professional development across the teaching career: Teachers’ uptake of formal and informal learning opportunities

Teaching and Teacher Education, Journal Year: 2010, Volume and Issue: 27(1), P. 116 - 126

Published: Aug. 10, 2010

Language: Английский

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The importance of teachers' emotions and instructional behavior for their students' emotions – An experience sampling analysis

Teaching and Teacher Education, Journal Year: 2014, Volume and Issue: 43, P. 15 - 26

Published: June 16, 2014

Language: Английский

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The COACTIV Model of Teachers’ Professional Competence

Springer eBooks, Journal Year: 2013, Volume and Issue: unknown, P. 25 - 48

Published: Jan. 1, 2013

Language: Английский

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How different mentoring approaches affect beginning teachers' development in the first years of practice

Teaching and Teacher Education, Journal Year: 2013, Volume and Issue: 36, P. 166 - 177

Published: Sept. 6, 2013

Language: Английский

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Teachers’ perception, interpretation, and decision-making: a systematic review of empirical mathematics education research

ZDM, Journal Year: 2016, Volume and Issue: 48(1-2), P. 1 - 27

Published: March 14, 2016

Language: Английский

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Motivations for choosing teaching as a career: effects on general pedagogical knowledge during initial teacher education

Asia-Pacific Journal of Teacher Education, Journal Year: 2012, Volume and Issue: 40(3), P. 289 - 315

Published: July 24, 2012

The authors first ask to what extent future teachers in Germany endorse teaching motivations indicated by the FIT-Choice scale. This includes reporting on confirmatory factor analysis they carried out examine and replicate scale structure specific cultural context of with a sample 1287 preservice teachers. Secondly, investigate relationship between teachers' their general pedagogical knowledge (GPK) using subsample 130 whose GPK was tested twice. Here effects for choosing GPK. Among other findings our study (1) instrument's is replicated, (2) motivation profile typical (3) evidence provided that intrinsic positively correlated, whereas extrinsic negatively at occasion measurement, (4) has positive effect learning gain, not.

Language: Английский

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Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach

Teaching and Teacher Education, Journal Year: 2013, Volume and Issue: 38, P. 76 - 88

Published: Dec. 18, 2013

Language: Английский

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Teachers’ Competencies for the Implementation of Educational Offers in the Field of Education for Sustainable Development

Sustainability, Journal Year: 2013, Volume and Issue: 5(12), P. 5067 - 5080

Published: Nov. 28, 2013

The term of education is an integral part any programmatic political document on sustainable development. This fact underlines the significance that assigned to in context It leads question what competencies teachers need order develop and implement educational offers field Education for Sustainable Development (ESD) so they can aspire attain specific goals with their students. touches building corresponding teacher further education. So far, few attempts have been made describe teachers’ regarding ESD competence models. following article presents two models—Curriculum, Development, Competences, Teacher Training (CSCT Model) Learning future: Competences (ECE Model)—and discusses benefit These models differ how broadly define audiences target at. comparison shows explains why should focus profession-specific core if are be used as a basis conception teachers. drawn conclusion consists initial considerations another model.

Language: Английский

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Teachers and differentiated instruction: exploring differentiation practices to address student diversity

Journal of Research in Special Educational Needs, Journal Year: 2019, Volume and Issue: 20(3), P. 217 - 230

Published: Dec. 3, 2019

Given the increasing diversity of student body, teachers are called to appropriately address students’ various learning needs by means differentiated instruction (DI). However, empirical research has yielded mixed evidence on teachers’ reported use DI. Using nationally representative data from National Educational Panel Study in Germany, this article aimed explore German (as native language) and Mathematics DI practices. In addition, study took into consideration contextual factors, such as school track, investigated impact constructivist beliefs their implementation. Results a analysis covariance indicated that occasionally implement Furthermore, between‐subject effects differences across tracks. It appears advanced secondary less often The covariate was also positively linked overall implementation Implications results, well further lines discussed.

Language: Английский

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Variability of teachers’ technology integration in the classroom: A matter of utility!

Computers & Education, Journal Year: 2021, Volume and Issue: 166, P. 104159 - 104159

Published: Feb. 10, 2021

Language: Английский

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