A5051031119- Teacher Education and Leadership Studies
- Innovative Teaching and Learning Methods
- Education and Technology Integration
- Education and Critical Thinking Development
- Student Assessment and Feedback
- Education Methods and Technologies
- Education, Achievement, and Giftedness
- Motivation and Self-Concept in Sports
- Wikis in Education and Collaboration
- Innovative Teaching Methods
- Educational and Psychological Assessments
- School Choice and Performance
- Educational Assessment and Pedagogy
- Collaborative Teaching and Inclusion
- Technology-Enhanced Education Studies
- Educational and Social Studies
- Families in Therapy and Culture
- Psychometric Methodologies and Testing
- Intergenerational and Educational Inequality Studies
- Early Childhood Education and Development
- Parental Involvement in Education
- Educational Strategies and Epistemologies
University of Augsburg
2017-2021
Technical University of Munich
2014-2016
Abstract. Pre-service teachers rarely deal with problematic classroom situations in an evidence-informed way. One reason is that they often hold unfavourable beliefs about the utility of educational theories and evidence for competently dealing problems. Unfavourable may weaken not only their actual use, but also already selection scientific information sources. Furthermore, non-scientific might play a role this process. We assessed N = 202 pre-service teachers' research, subjective...
For developing professional development (PD) programs, research suggests referring to effective components. In a PD program on classroom dialogue, we explored what extent components could be addressed. We conducted study with two groups. the 'Dialogic Video Cycle' (DVC), six German teachers participated in one-year intervention including such as pedagogical focus, active learning, collective participation, coherence, transfer and reflection. Furthermore, four enrolled second, rather...
This study used the Quality Talk and dialogic teaching approach with a group of secondary school teachers ( N = 7) to train their facilitation dialogical discussions by small groups students. The video audio analysis assess teachers’ observable behaviours during these discussions, before after professional development; for example, types questions asked. also face‐to‐face interviews, held development, investigate beliefs about learning through discussion. Results show that although number...
Presentiamo un programma innovativo per lo sviluppo professionale degli insegnanti (TPD), centrato sulla ridefinizione della conduzion e di interazioni verbali in classe. Sono riportati i risultati dell’apprendimento insegna nti studenti, la riflessione sulle implicazioni pratiche ricerca futura sul pro gramma. Nel “Dialogic Video Cycle” (DVC) sei hanno partecipato anno a intervento TPD mediante videoregistrazioni usate come strumenti riflessi one proprie le discussioni gruppo. Abbiamo...