@article{RichterRichterMarx2018, author = {Richter, Eric and Richter, Dirk and Marx, Alexandra}, title = {Was hindert Lehrkr{\"a}fte an Fortbildungen teilzunehmen?}, series = {Zeitschrift f{\"u}r Erziehungswissenschaft}, volume = {21}, journal = {Zeitschrift f{\"u}r Erziehungswissenschaft}, number = {5}, publisher = {Springer}, address = {Wiesbaden}, issn = {1434-663X}, doi = {10.1007/s11618-018-0820-4}, pages = {1021 -- 1043}, year = {2018}, abstract = {Die bisherige Forschung zur Lehrerfortbildung fokussierte das Teilnahmeverhalten und die Merkmale von Lehrkr{\"a}ften, die an Fortbildungen teilnehmen. Welche Lehrkr{\"a}fte hingegen keine Fortbildungen besuchen, blieb bislang ebenso unber{\"u}cksichtigt wie die Frage, was sie an der Teilnahme hindert. Die vorliegende Studie verfolgt das Ziel, Nicht-Teilnehmer/-innen von Lehrerfortbildungen anhand demografischer und professionsbezogener Merkmale zu beschreiben und die Bedeutung von Teilnahmebarrieren zu analysieren. Die Daten der vorliegenden Untersuchung stammen aus der Lehrkr{\"a}ftebefragung des IQB-L{\"a}ndervergleichs 2012. Die Stichprobe umfasst mehr als 2400 Lehrkr{\"a}fte der Sekundarstufe I an allgemeinbildenden Schulen. Als Teilnahmebarrieren konnten die Faktoren Disengagement, Qualit{\"a}tsmangel, Familie, Kosten und Arbeit identifiziert werden. Die deskriptive Analyse dieser Teilnahmebarrieren zeigt, dass die Gr{\"u}nde gegen Fortbildungsbesuche variieren. Hohe Zustimmungswerte erhalten die Faktoren Arbeit und Qualit{\"a}tsmangel. Statistisch signifikante Zusammenh{\"a}nge zwischen Teilnahmebarrieren und Fortbildungsaktivit{\"a}t ergeben sich hingegen f{\"u}r die Faktoren Disengagement und Qualit{\"a}tsmangel. Die Befunde deuten darauf hin, dass u. a. ein geringes Interesse sowie die wahrgenommene Qualit{\"a}t des Fortbildungsangebots die Entscheidung zur Teilnahme beeinflussen.}, language = {de} } @article{PenkRichter2017, author = {Penk, Christiane and Richter, Dirk}, title = {Change in test-taking motivation and its relationship to test performance in low-stakes assessments}, series = {Educational assessment, evaluation and accountability}, volume = {29}, journal = {Educational assessment, evaluation and accountability}, publisher = {Springer}, address = {Heidelberg}, issn = {1874-8597}, doi = {10.1007/s11092-016-9248-7}, pages = {55 -- 79}, year = {2017}, abstract = {Since the turn of the century, an increasing number of low-stakes assessments (i.e., assessments without direct consequences for the test-takers) are being used to evaluate the quality of educational systems. Internationally, research has shown that low-stakes test results can be biased due to students' low test-taking motivation and that students' effort levels can vary throughout a testing session involving both cognitive and noncognitive tests. Thus, it is possible that students' motivation varies throughout a single cognitive test and in turn affects test performance. This study examines the change in test-taking motivation within a 2-h cognitive low-stakes test and its association with test performance. Based on expectancy-value theory, we assessed three components of test-taking motivation (expectancy for success, value, and effort) and investigated its change. Using data from a large-scale student achievement study of German ninth-graders, we employed second-order latent growth modeling and structural equation modeling to predict test performance in mathematics. On average, students' effort and perceived value of the test decreased, whereas expectancy for success remained stable. Overall, initial test-taking motivation was a better predictor of test performance than change in motivation. Only the variability of change in the expectancy component was positively related to test performance. The theoretical and practical implications for test practitioners are discussed.}, language = {en} } @article{RichterKleinknechtGroeschner2019, author = {Richter, Dirk and Kleinknecht, Marc and Gr{\"o}schner, Alexander}, title = {What motivates teachers to participate in professional development? An empirical investigation of motivational orientations and the uptake of formal learning opportunities}, series = {Teaching and Teacher Education}, volume = {86}, journal = {Teaching and Teacher Education}, publisher = {Elsevier}, address = {Oxford}, issn = {0742-051X}, doi = {10.1016/j.tate.2019.102929}, pages = {10}, year = {2019}, language = {en} } @misc{PenkRichter2017, author = {Penk, Christiane and Richter, Dirk}, title = {Erratum to: Penk, Christiane, Richter, Dirk: Change in test-taking motivation and its relationship to test performance in low-stakes assessments. - (Educational Assessment, Evaluation and Accountability. - 29 (2017), S. 55 - 79. - doi.org/10.1007/s11092-016-9248-7)}, series = {Educational assessment, evaluation and accountability}, volume = {29}, journal = {Educational assessment, evaluation and accountability}, publisher = {Springer}, address = {Heidelberg}, issn = {1874-8597}, doi = {10.1007/s11092-016-9249-6}, pages = {81 -- 82}, year = {2017}, language = {en} } @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{MeyerRichterRichteretal.2020, author = {Meyer, Andr{\´e} and Richter, Eric and Richter, Dirk and Gronostaj, Anna}, title = {Professionalisierung von Schulleitungen am Beispiel der Werkstatt „Schule leiten"}, series = {Die deutsche Schule}, volume = {112}, journal = {Die deutsche Schule}, number = {3}, publisher = {Waxmann}, address = {M{\"u}nster}, issn = {0012-0731}, doi = {10.31244/dds.2020.03.03}, pages = {277 -- 295}, year = {2020}, abstract = {Empirische Studien und schulische Rechtsvorschriften betonen die Relevanz von Schulleiter*innen f{\"u}r die Schulentwicklung. Auf diese Aufgabe m{\"u}ssen Schulleiter*innen in Aus- und Fortbildungen vorbereitet werden. Der vorliegende Beitrag untersucht in einem l{\"a}ngsschnittlichen Design Effekte der Fortbildungsreihe Werkstatt „Schule leiten". Die Teilnehmer*innen bewerten die Werkstatt zumeist positiv und es zeigen sich geringe bis moderate Ver{\"a}nderungen in ihrem selbstberichteten beruflichen Handeln. Schulleiter*innen mit wenigen Jahren Leitungserfahrung berichten dabei {\"u}ber die gr{\"o}ßten Zuw{\"a}chse. Der Beitrag diskutiert Implikationen f{\"u}r die Forschung und Fortbildung von Schulleiter*innen.}, language = {de} } @article{RichterMarx2019, author = {Richter, Dirk and Marx, Alexandra}, title = {Quereinsteigende und grundst{\"a}ndig ausgebildete Lehrkr{\"a}fte im Vorbereitungsdienst in Berlin: Eine vergleichende Analyse ihres Einsatzortes}, series = {Zeitschrift f{\"u}r Erziehungswissenschaft}, volume = {22}, journal = {Zeitschrift f{\"u}r Erziehungswissenschaft}, number = {6}, publisher = {Springer}, address = {Wiesbaden}, issn = {1434-663X}, doi = {10.1007/s11618-019-00915-y}, pages = {1385 -- 1395}, year = {2019}, abstract = {Viele Bundesl{\"a}nder stellen aktuell verst{\"a}rkt Quer- und Seiteneinsteiger/innen in den Schuldienst ein. Aufgrund der geringeren berufsspezifischen Qualifizierung der Quer- und Seiteneinsteiger/innen kann vermutet werden, dass deren Integration in das Kollegium f{\"u}r Schulen h{\"a}ufig mit besonderem Aufwand verbunden ist. Aus diesem Grund soll in diesem Beitrag der Frage nachgegangen werden, an welchen Schularten und welchen Schulen Quereinsteiger/innen eingesetzt werden. Auf Basis der Schulstatistik des Landes Berlin f{\"u}r das Schuljahr 2016/17 wird untersucht, ob sich der Anteil von Referendar/inn/en und Quereinsteiger/inne/n am Lehrerkollegium der Schule in Abh{\"a}ngigkeit von der Komposition der Sch{\"u}lerschaft unterscheidet. Ausgewertet wurden die Daten von 2645 Personen, von denen 901 als Quereinsteigende unterrichten. Die Ergebnisse zeigen, dass ein Großteil der Quereinsteiger/innen an Grundschulen eingesetzt werden und hier insbesondere an solchen, die sich durch eine sozial benachteiligte Sch{\"u}lerschaft auszeichnen. Die Ergebnisse verdeutlichen die Notwendigkeit einer verst{\"a}rkten Steuerung in der Zuweisung von Quereinsteiger/innen an Schulen.}, language = {de} } @article{RichterKunterMarxetal.2021, author = {Richter, Eric and Kunter, Mareike and Marx, Alexandra and Richter, Dirk}, title = {Who participates in content-focused teacher professional development?}, series = {Frontiers in education}, journal = {Frontiers in education}, number = {6}, publisher = {Frontiers Media}, address = {Lausanne, Schweiz}, issn = {2504-284X}, doi = {10.3389/feduc.2021.722169}, pages = {1 -- 10}, year = {2021}, abstract = {This study investigates the relationship between teacher quality and teachers' engagement in professional development (PD) activities using data on 229 German secondary school mathematics teachers. We assessed different aspects of teacher quality (e.g. professional knowledge, instructional quality) using a variety of measures, including standardised tests of teachers' content knowledge, to determine what characteristics are associated with high participation in PD. The results show that teachers with higher scores for teacher quality variables take part in more content-focused PD than teachers with lower scores for these variables. This suggests that teacher learning may be subject to a Matthew effect, whereby more proficient teachers benefit more from PD than less proficient teachers.}, language = {en} } @article{RichterMarxHuangetal.2020, author = {Richter, Eric and Marx, Alexandra and Huang, Yizhen and Richter, Dirk}, title = {Zeiten zum beruflichen Lernen}, series = {Zeitschrift f{\"u}r Erziehungswissenschaft}, volume = {23}, journal = {Zeitschrift f{\"u}r Erziehungswissenschaft}, number = {1}, publisher = {Springer VS/Springer Fachmedien Wiesbaden GmbH}, address = {Wiesbaden}, issn = {1434-663X}, doi = {10.1007/s11618-019-00924-x}, pages = {145 -- 173}, year = {2020}, abstract = {Die Forschung zur Lehrerfortbildung weist darauf hin, dass zeitliche Einschr{\"a}nkungen eine Barriere f{\"u}r die Teilnahme an Fortbildungen darstellen. Insbesondere die Unvereinbarkeit der Arbeitszeit mit dem Zeitpunkt des Fortbildungsangebotes wird von Lehrkr{\"a}ften als hinderlich wahrgenommen. Welche zeitlichen Merkmale das Fortbildungsangebot f{\"u}r Lehrkr{\"a}fte aufweist und ob diese im Zusammenhang mit der Fortbildungsteilnahme von Lehrkr{\"a}ften stehen, fand bisher wenig Ber{\"u}cksichtigung. Die vorliegende Studie verfolgt daher das Ziel, zeitliche Merkmale des Fortbildungsangebotes f{\"u}r Lehrkr{\"a}fte zu beschreiben und ihre Vorhersagekraft f{\"u}r die Fortbildungsteilnahme zu untersuchen. Die Daten hierf{\"u}r stammen aus der elektronischen Datenbankf{\"u}r Lehrerfortbildungen des Landes Brandenburg im akademischen Jahr 2016/2017. Der Datensatz umfasst 1330 schulexterne Lehrerfortbildungen staatlicher Anbieter. Die Ergebnisse zeigen, dass Dauer und Zeitpunkt einer Fortbildungsveranstaltung pr{\"a}diktiv f{\"u}r die Teilnahme der Lehrkr{\"a}fte sind. Die Befunde erweitern damit den Diskurs zu Bedingungen des beruflichen Lernens von Lehrkr{\"a}ften und liefern Implikationen f{\"u}r eine passgenaue Fortbildungsplanung.}, language = {de} } @article{HuangRichterKleickmannetal.2022, author = {Huang, Yizhen and Richter, Eric and Kleickmann, Thilo and Richter, Dirk}, title = {Comparing video and virtual reality as tools for fostering interest and self-efficacy in classroom management}, series = {British journal of educational technology / British Educational Communications and Technology Agency}, volume = {54}, journal = {British journal of educational technology / British Educational Communications and Technology Agency}, number = {2}, publisher = {Wiley-Blackwell}, address = {Oxford}, issn = {0007-1013}, doi = {10.1111/bjet.13254}, pages = {467 -- 488}, year = {2022}, abstract = {Video is a widely used medium in teacher training for situating student teachers in classroom scenarios. Although the emerging technology of virtual reality (VR) provides similar, and arguably more powerful, capabilities for immersing teachers in lifelike situations, its benefits and risks relative to video formats have received little attention in the research to date. The current study used a randomized pretest-posttest experimental design to examine the influence of a video- versus VR-based task on changing situational interest and self-efficacy in classroom management. Results from 49 student teachers revealed that the VR simulation led to higher increments in self-reported triggered interest and self-efficacy in classroom management, but also invoked higher extraneous cognitive load than a video viewing task. We discussed the implications of these results for pre-service teacher education and the design of VR environments for professional training purposes. Practitioner notes What is already known about this topic Video is a popular teacher training medium given its ability to display classroom situations. Virtual reality (VR) also immerses users in lifelike situations and has gained popularity in recent years. Situational interest and self-efficacy in classroom management is vital for student teachers' professional development. What this paper adds VR outperforms video in promoting student teachers' triggered interest in classroom management. Student teachers felt more efficacious in classroom management after participating in VR. VR also invoked higher extraneous cognitive load than the video. Implications for practice and/or policy VR provides an authentic teacher training environment for classroom management. The design of the VR training environment needs to ensure a low extraneous cognitive load.}, language = {en} }