@article{KrauskopfForssell2018,
  author    = {Krauskopf, Karsten and Forssell, Karin},
  title     = {When knowing is believing},
  series = {Journal of Computer Assisted Learning},
  volume    = {34},
  journal   = {Journal of Computer Assisted Learning},
  number    = {5},
  publisher = {Wiley},
  address   = {Hoboken},
  issn      = {0266-4909},
  doi       = {10.1111/jcal.12253},
  pages     = {482 -- 491},
  year      = {2018},
  abstract  = {In an effort to understand teachers' technology use, recent scholarship has explored the idea of technological pedagogical content knowledge (TPCK or TPACK). Many studies have used self-reports to measure this knowledge (SR TPCK). Several studies have examined the construct validity of these assessments by analysing the internal relationships of the knowledge domains, but little attention has been paid to how SR TPCK relates to external criteria. We tackled this question of discriminant validity by reanalysing 2 data sets. We used correlation and multiple regression analyses to explore whether conceptually related constructs explain any variance in participants' SR TPCK. In Study 1, we applied this strategy to German pre-service teachers using technology use, attitudinal variables, and objective measures of teachers' knowledge of technology and pedagogy as external criteria. In Study 2, we examined measures of technology knowledge, experience, and pro-technology beliefs for in-service teachers in the United States. Across both studies, a sizeable amount of the variance in SR TPCK is explained by teachers' prior technology use and pro-technology attitudes. In contrast, fact-based tests of technology and pedagogy are distinct from SR TPCK. We discuss implications for these findings and argue that researchers should gather complementary measures in concert.},
  language  = {en}
}
@misc{KniggeKrauskopfWagner2019,
  author    = {Knigge, Michel and Krauskopf, Karsten and Wagner, Simon},
  title     = {Improving Socio-Emotional Competencies Using a Staged Video-Based Learning Program?},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {593},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-44286},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-442868},
  pages     = {14},
  year      = {2019},
  abstract  = {Relationship quality between teachers and their students is a critical aspect for well-being and effective learning in school. Accordingly, teacher training should promote competencies for creating and maintaining positive relationships in the classroom. The Helga Breuninger Foundation developed a video-based online training (Intus³) that intends to focus on student teachers' interpersonal competencies by reflecting on staged videos. Although this training is well-designed, there is only little empirical evidence in general and so far no experimental research investigating the effects of Intus³. Accordingly, we investigated whether this program is able to improve the capacities of student teachers' interpersonal competencies, affective well-being, and affective attitudes toward challenging students. We conducted two randomized experimental studies (n1 = 132, n2 = 242) within lectures in teacher education at the University of Potsdam, introducing the basics of inclusive education in two consecutive semesters. We compared groups first working with Intus³ to waiting control groups that wrote an expository text based on empirical research discussing the relevance of teacher-student relationships with a longitudinal design with four measurement points. Latent change models showed that prior work with Intus³ showed few effects but complex effects in comparison to the prior text work groups. In the larger and extended study 2, an increase of empathic concern was significant after the prior work with Intus³. The results will be discussed with the perspective of the potential of further development of online training courses for affective learning for teachers and teacher students.},
  language  = {en}
}
@article{KrauskopfFoulgerWilliams2018,
  author    = {Krauskopf, Karsten and Foulger, Teresa S. and Williams, Mia Kim},
  title     = {Prompting teachers' reflection of their professional knowledge},
  series = {Teacher Development},
  volume    = {22},
  journal   = {Teacher Development},
  number    = {2},
  publisher = {Routledge},
  address   = {Abingdon},
  issn      = {1366-4530},
  doi       = {10.1080/13664530.2017.1367717},
  pages     = {153 -- 174},
  year      = {2018},
  abstract  = {Many educational technology proponents support the Technological Pedagogical Content Knowledge (TPACK) model as a way to conceptualize teaching with technology, but recent TPACK research shows a need for empirical studies regarding the development of this knowledge. This proof-of-concept study applies mixed-methods to investigate the meta-cognitive awareness produced by teachers who participate in the Graphic Assessment of TPACK Instrument (GATI). This process involves creating graphical representations (circles of differing sizes and the degree of their overlap) that represent what teachers understand to be their current and aspired TPACK. This study documented teachers' explanations during a think-aloud procedure as they created their GATI figures. The in-depth data from two German teachers who participated in the process captured the details of their experience and demonstrated the potential of the GATI to support teachers in reflecting about their professional knowledge and in determining their own professional development activities. These findings will be informative to future pilot studies involving the larger design of the GATI process, to better understand the role of teachers' meta-conceptual awareness, and to better ascertain how the GATI might be used to support professional development on a larger scale.},
  language  = {en}
}
@misc{KrauskopfFoulgerWilliams2017,
  author    = {Krauskopf, Karsten and Foulger, Teresa S. and Williams, Mia Kim},
  title     = {Prompting teachers' reflection of their professional knowledge},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {466},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-412628},
  pages     = {23},
  year      = {2017},
  abstract  = {Many educational technology proponents support the Technological Pedagogical Content Knowledge (TPACK) model as a way to conceptualize teaching with technology, but recent TPACK research shows a need for empirical studies regarding the development of this knowledge. This proof-of-concept study applies mixed-methods to investigate the meta-cognitive awareness produced by teachers who participate in the Graphic Assessment of TPACK Instrument (GATI). This process involves creating graphical representations (circles of differing sizes and the degree of their overlap) that represent what teachers understand to be their current and aspired TPACK. This study documented teachers' explanations during a think-aloud procedure as they created their GATI figures. The in-depth data from two German teachers who participated in the process captured the details of their experience and demonstrated the potential of the GATI to support teachers in reflecting about their professional knowledge and in determining their own professional development activities. These findings will be informative to future pilot studies involving the larger design of the GATI process, to better understand the role of teachers' meta-conceptual awareness, and to better ascertain how the GATI might be used to support professional development on a larger scale.},
  language  = {en}
}
@article{KniggeKrauskopfWagner2019,
  author    = {Knigge, Michel and Krauskopf, Karsten and Wagner, Simon},
  title     = {Improving Socio-Emotional Competencies Using a Staged Video-Based Learning Program?},
  series = {Frontiers in Education},
  volume    = {4},
  journal   = {Frontiers in Education},
  publisher = {Frontiers Media},
  address   = {Lausanne},
  issn      = {2504-284X},
  doi       = {10.3389/feduc.2019.00142},
  pages     = {12},
  year      = {2019},
  abstract  = {Relationship quality between teachers and their students is a critical aspect for well-being and effective learning in school. Accordingly, teacher training should promote competencies for creating and maintaining positive relationships in the classroom. The Helga Breuninger Foundation developed a video-based online training (Intus³) that intends to focus on student teachers' interpersonal competencies by reflecting on staged videos. Although this training is well-designed, there is only little empirical evidence in general and so far no experimental research investigating the effects of Intus³. Accordingly, we investigated whether this program is able to improve the capacities of student teachers' interpersonal competencies, affective well-being, and affective attitudes toward challenging students. We conducted two randomized experimental studies (n1 = 132, n2 = 242) within lectures in teacher education at the University of Potsdam, introducing the basics of inclusive education in two consecutive semesters. We compared groups first working with Intus³ to waiting control groups that wrote an expository text based on empirical research discussing the relevance of teacher-student relationships with a longitudinal design with four measurement points. Latent change models showed that prior work with Intus³ showed few effects but complex effects in comparison to the prior text work groups. In the larger and extended study 2, an increase of empathic concern was significant after the prior work with Intus³. The results will be discussed with the perspective of the potential of further development of online training courses for affective learning for teachers and teacher students.},
  language  = {en}
}