@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{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{RichterLazaridesRichter2021,
  author    = {Richter, Eric and Lazarides, Rebecca and Richter, Dirk},
  title     = {Four reasons for becoming a teacher educator},
  series = {Teaching and teacher education : an international journal of research and studies},
  volume    = {102},
  journal   = {Teaching and teacher education : an international journal of research and studies},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {0742-051X},
  doi       = {10.1016/j.tate.2021.103322},
  pages     = {9},
  year      = {2021},
  abstract  = {We developed a new survey instrument to investigate teacher educators? motives for entering the profession and examined the associations between motives and job satisfaction and emotional exhaustion in both teachers and teacher educators. Using data from 145 teacher educators instructing in-service teachers, we identified four motives: career aspirations, social contribution, escaping routines, and coincidence. While escaping routines represents a ?push? factor associated with emotional exhaustion in teachers, career aspirations represent a ?pull? factor associated with job satisfaction in teacher educators. The instrument can be used as a self-assessment tool for the recruitment of teacher educators. ? 2021 The Authors.},
  language  = {en}
}