TY  - JOUR
A1  - Kayser, Daniela Niesta
A1  - Vock, Miriam
A1  - Wojciechowicz, Anna Aleksandra
T1  - Example of best practice
BT  - refugee teachers at the University of Potsdam. A requalification program for newly arrived teachers in Germany
JF  - Intercultural education
N2  - The Refugee Teachers Program, established at the University of Potsdam, Brandenburg, in 2016, represents a successful model for training and integrating individuals with foreign teaching qualifications through an 18-month teaching and language course. Initially created to help meet the demand for teachers in Germany, the Refugee Teachers Program has been further refined over the course of the last three years in the light of expert meetings, theoretical considerations, and negotiations with the Brandenburg Ministry of Education. This was the first program of its kind in Germany, following an influx of people being forced to migrate from countries such as Syria, Afghanistan, and Iraq in 2015. The program responded to these international events by providing training, work, and refuge for migrants who already had teaching experience in their home countries. More than 85 participants successfully completed the program and many have taken up newly created positions as teachers and pedagogical assistants in German schools. However, a number of hurdles still remain before most of the program's graduates can be granted full employment as teachers in Germany.
Y1  - 2021
U6  - https://doi.org/10.1080/14675986.2021.1851513
SN  - 1467-5986
SN  - 1469-8439
VL  - 32
IS  - 1
SP  - 108
EP  - 118
PB  - Routledge, Taylor & Francis Group
CY  - Abingdon
ER  - 
TY  - JOUR
A1  - Hettinger, Katharina
A1  - Lazarides, Rebecca
A1  - Rubach, Charlott
A1  - Schiefele, Ulrich
T1  - Teacher classroom management self-efficacy
BT  - longitudinal relations to perceived teaching behaviors and student enjoyment
JF  - Teaching and teacher education : an international journal of research and studies
N2  - This study examined the relations between teacher-reported classroom management self-efficacy, stu-dent-reported teaching quality and students' enjoyment in mathematics. Data were collected from German ninth and tenth-grade students (N = 779) and their teachers (N = 40) at the beginning and the middle of the school year. Multilevel models showed that teachers' self-efficacy at time 1 significantly and positively related to class-level monitoring and relatedness at time 2. Class-level relatedness at time 2 was significantly and positively associated with enjoyment at time 2. Teacher-reported self-efficacy at time 1 was indirectly related to enjoyment at time 2 through relatedness at time 2.
KW  - teacher self-efficacy
KW  - teaching quality
KW  - classroom management
KW  - achievement emotions
Y1  - 2021
U6  - https://doi.org/10.1016/j.tate.2021.103349
SN  - 0742-051X
SN  - 1879-2480
VL  - 103
PB  - Elsevier
CY  - Oxford
ER  - 
TY  - THES
A1  - Roth-Rawald, Julia
T1  - Krankheitsängste in verschiedenen Populationen und die Effektivität ambulanter Verhaltenstheraphie
Y1  - 2023
ER  -