@article{ZarubaWestphalGutmannetal.2021,
  author    = {Zaruba, Nicole and Westphal, Andrea and Gutmann, Franziska and Vock, Miriam},
  title     = {Preservice teachers' implicit and explicit attitudes towards teaching and learning},
  series = {Frontiers in education},
  volume    = {6},
  journal   = {Frontiers in education},
  publisher = {Frontiers Media},
  address   = {Lausanne},
  issn      = {2504-284X},
  doi       = {10.3389/feduc.2021.619098},
  pages     = {14},
  year      = {2021},
  abstract  = {When it comes to teacher attitudes towards teaching and learning, research relies heavily on explicit measures (e.g., questionnaires). These attitudes are generally conceptualized as constructivist and transmissive views on teaching and learning with constructivism often considered to be more desirable. In explicit measures, this can have drawbacks like socially desirable responding. It is for this reason that, in this study, we investigated implicit attitudes as well as explicit attitudes towards constructivism and transmission. N = 100 preservice teachers worked on a questionnaire and two Single-Target Implicit Association Tests (ST-IAT constructivism and ST-IAT transmission) before (T1) and after (T2) a single master's semester. One group (n = 50) did student teaching while a second group (n = 50) took master's courses. We evaluated preservice teachers' views on teaching at the end of their masters' studies. Participants agreed with transmission and constructivism (T1) on both an explicit and implicit level. Implicit measures seem to exceed explicit measures in differentially assessing constructivist and transmissive views on teaching and learning. After student teaching (T2), there was no overall effect of attitude development but changes in rank indicate that participants' implicit attitudes towards constructivism and transmission developed differently for each individual.},
  language  = {en}
}
@misc{ZarubaWestphalGutmannetal.2021,
  author    = {Zaruba, Nicole and Westphal, Andrea and Gutmann, Franziska and Vock, Miriam},
  title     = {Preservice Teachers' Implicit and Explicit Attitudes Towards Teaching and Learning},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-54289},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-542895},
  pages     = {16},
  year      = {2021},
  abstract  = {When it comes to teacher attitudes towards teaching and learning, research relies heavily on explicit measures (e.g., questionnaires). These attitudes are generally conceptualized as constructivist and transmissive views on teaching and learning with constructivism often considered to be more desirable. In explicit measures, this can have drawbacks like socially desirable responding. It is for this reason that, in this study, we investigated implicit attitudes as well as explicit attitudes towards constructivism and transmission. N = 100 preservice teachers worked on a questionnaire and two Single-Target Implicit Association Tests (ST-IAT constructivism and ST-IAT transmission) before (T1) and after (T2) a single master's semester. One group (n = 50) did student teaching while a second group (n = 50) took master's courses. We evaluated preservice teachers' views on teaching at the end of their masters' studies. Participants agreed with transmission and constructivism (T1) on both an explicit and implicit level. Implicit measures seem to exceed explicit measures in differentially assessing constructivist and transmissive views on teaching and learning. After student teaching (T2), there was no overall effect of attitude development but changes in rank indicate that participants' implicit attitudes towards constructivism and transmission developed differently for each individual.},
  language  = {en}
}
@article{JurczokKalinowskiZarubaetal.2021,
  author    = {Jurczok, Anne and Kalinowski, Eva and Zaruba, Nicole and Vock, Miriam},
  title     = {Kooperative Unterrichtsentwicklung an Grundschulen durch die Lesson Study-Methode},
  series = {Leistung macht Schule: F{\"o}rderung leistungsstarker und potenziell besonders leistungsf{\"a}higer Sch{\"u}lerinnen und Sch{\"u}ler},
  journal   = {Leistung macht Schule: F{\"o}rderung leistungsstarker und potenziell besonders leistungsf{\"a}higer Sch{\"u}lerinnen und Sch{\"u}ler},
  publisher = {Beltz},
  address   = {Weinheim},
  isbn      = {978-3-407-25883-0},
  year      = {2021},
  language  = {de}
}