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, Dirk A1 - Marx, Alexandra T1 - Quereinsteigende und grundständig ausgebildete Lehrkräfte im Vorbereitungsdienst in Berlin: Eine vergleichende Analyse ihres Einsatzortes T1 - Second career teachers and regularly trained teachers during induction phase in Berlin: a comparison of the schools they are assigned to JF - Zeitschrift für Erziehungswissenschaft N2 - Viele Bundesländer stellen aktuell verstärkt 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 für Schulen häufig 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 für das Schuljahr 2016/17 wird untersucht, ob sich der Anteil von Referendar/inn/en und Quereinsteiger/inne/n am Lehrerkollegium der Schule in Abhängigkeit von der Komposition der Schülerschaft 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 Schülerschaft auszeichnen. Die Ergebnisse verdeutlichen die Notwendigkeit einer verstärkten Steuerung in der Zuweisung von Quereinsteiger/innen an Schulen. N2 - Many federal states currently employ teachers without a regular teaching certificate (alternatively certified teachers). To date, little is known about the schools they serve in. It can be assumed that it is highly challenging for schools to integrate new staff members without proper professional training into their faculty. We therefore investigate the characteristics of schools that differ in the percentages of alternatively certified teachers and student teachers. The present study uses official school statistics of the academic year 2016/17 provided by the state of Berlin. The data include information about alternatively certified teachers (Quereinsteiger) and student teachers (Referendare) and the student body of their assigned schools. The sample consists of 2645 individuals including 901 alternatively certified teachers. The data show that alternatively certified teachers are primarily assigned to primary schools with high proportions of socially underprivileged children. The results emphasize the need for an improved mechanism for assigning alternatively qualified teachers to schools. KW - Alternatively certified teachers KW - Hard to staff schools KW - Second career teachers KW - Social inequality KW - Teacher education KW - Teacher assignment Y1 - 2019 U6 - https://doi.org/10.1007/s11618-019-00915-y SN - 1434-663X SN - 1862-5215 VL - 22 IS - 6 SP - 1385 EP - 1395 PB - Springer CY - Wiesbaden ER - TY - JOUR A1 - Kuzle, Ana T1 - Delving into the Nature of Problem Solving Processes in a Dynamic Geometry Environment: Different Technological Effects on Cognitive Processing JF - Technology, Knowledge and Learning KW - Cognitive tool KW - Dynamic geometry software KW - Mathematical problem solving KW - Metacognition KW - Non-routine geometry problems KW - Teacher education Y1 - 2017 U6 - https://doi.org/10.1007/s10758-016-9284-x SN - 2211-1662 SN - 2211-1670 VL - 22 SP - 37 EP - 64 PB - Springer CY - Dordrecht ER -