@article{RichterBrunnerRichter2021,
  author    = {Richter, Eric and Brunner, Martin and Richter, Dirk},
  title     = {Teacher educators' task perception and its relationship to professional identity and teaching practice},
  series = {Teaching and teacher education : an international journal of research and studies},
  volume    = {101},
  journal   = {Teaching and teacher education : an international journal of research and studies},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {0742-051X},
  doi       = {10.1016/j.tate.2021.103303},
  pages     = {10},
  year      = {2021},
  abstract  = {We assessed teacher educators? task perception and investigated its relationship with components of their professional identity and their teaching practice. Using data from 145 teacher educators, two different task perceptions were found: transmitters and facilitators. Teacher educators who were categorized as facilitator tend to demonstrate higher levels of self-efficacy, job satisfaction, constructivist beliefs about teaching and learning and use more effective teaching strategies. The findings demonstrate that teaching practices of teacher educators are rooted in their professional identity. ? 2021 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).},
  language  = {en}
}
@article{KagerJurczokBollietal.2022,
  author    = {Kager, Klara and Jurczok, Anne and Bolli, Swantje and Vock, Miriam},
  title     = {We were thinking too much like adults},
  series = {Teaching and teacher education : an international journal of research and studies},
  volume    = {113},
  journal   = {Teaching and teacher education : an international journal of research and studies},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {0742-051X},
  doi       = {10.1016/j.tate.2022.103683},
  pages     = {13},
  year      = {2022},
  abstract  = {This mixed-method study addresses the need for a clear conceptualization of the professional reflection element of Lesson Study (LS), a popular collaborative approach to the professional development of teachers. Grounding and re-framing LS's post-lesson discussion in a theoretical framework of critical and collaborative reflection, we analyze the transcripts of four LS groups at German primary schools, focusing on depth of reflection and teachers' trajectories through their reflective practice. The findings show that LS groups differed significantly in the depth and the trajectories of their reflection processes. We consider implications for post-lesson discussions and critical reflection as a LS core skill.},
  language  = {en}
}