TY  - JOUR
A1  - Kager, Klara
A1  - Jurczok, Anne
A1  - Bolli, Swantje
A1  - Vock, Miriam
T1  - We were thinking too much like adults
BT  - Examining the development of teachers' critical and collaborative reflection in lesson study discussions
JF  - Teaching and teacher education : an international journal of research and studies
N2  - 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.
KW  - Teacher learning
KW  - Professional development
KW  - Critical and collaborative
KW  - reflection
KW  - Lesson study
KW  - Critical inquiry
Y1  - 2022
U6  - https://doi.org/10.1016/j.tate.2022.103683
SN  - 0742-051X
SN  - 1879-2480
VL  - 113
PB  - Elsevier
CY  - Amsterdam
ER  - 
TY  - JOUR
A1  - Richter, Eric
A1  - Brunner, Martin
A1  - Richter, Dirk
T1  - Teacher educators’ task perception and its relationship to professional identity and teaching practice
JF  - Teaching and teacher education : an international journal of research and studies
N2  - 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/).
KW  - Teacher educator
KW  - Professional identity
KW  - Professional development
KW  - Teacher learning
KW  - Teacher education
Y1  - 2021
U6  - https://doi.org/10.1016/j.tate.2021.103303
SN  - 0742-051X
VL  - 101
PB  - Elsevier
CY  - Amsterdam
ER  - 
TY  - JOUR
A1  - Richter, Eric
A1  - Lazarides, Rebecca
A1  - Richter, Dirk
T1  - Four reasons for becoming a teacher educator
BT  - a large-scale study on teacher educators' motives and well-being
JF  - Teaching and teacher education : an international journal of research and studies
N2  - 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.
KW  - Teacher educator
KW  - Career change
KW  - Well-being
KW  - Emotional exhaustion
KW  - Professional development
KW  - Motives
Y1  - 2021
U6  - https://doi.org/10.1016/j.tate.2021.103322
SN  - 0742-051X
SN  - 1879-2480
VL  - 102
PB  - Elsevier
CY  - Amsterdam
ER  -