TY  - GEN
A1  - Zaruba, Nicole
A1  - Westphal, Andrea
A1  - Gutmann, Franziska
A1  - Vock, Miriam
T1  - Preservice Teachers’ Implicit and Explicit Attitudes Towards Teaching and Learning
T2  - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe
N2  - 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.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 747 
KW  - preservice teacher
KW  - implicit attitude
KW  - student teaching
KW  - attitude
KW  - explicit attitude
Y1  - 2022
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-542895
SN  - 1866-8364
ER  - 
TY  - GEN
A1  - Heß, Stefan
A1  - Mousikou, Petroula
A1  - Schroeder, Sascha
T1  - Morphological processing in developmental handwriting production
BT  - Evidence from kinematics
T2  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe
N2  - In this study, we investigated effects of morphological processing on handwriting production in beginning writers of German. Children from Grades 3 and 4 were asked to copy words from a computer screen onto a pen tablet, while we recorded their handwriting with high spatiotemporal resolution. Words involved a syllable-congruent visual disruption (e.g., "Golfer"), a morpheme-congruent visual disruption (e.g., "Golfer"), or had no disruption (e.g., "Golfer"). We analyzed productions in terms of Writing Onset Duration and Letter Duration at the onset of the second syllable ("f" in "Gol.fer") and the onset of the suffix ("e" in "Golf_er"). Results showed that durations were longer at word-writing onset only for words with a morpheme-congruent visual disruption. Also, letter durations were longer at the onset of the second syllable (i.e., "-fer") and shorter at the onset of the suffix (i.e., "-er") only for words with a syllable-congruent visual disruption. We interpret these findings within extant theories of handwriting production and offer an explanation for the observed effects before and during trajectory formation.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 852 
KW  - Handwriting production
KW  - Spelling
KW  - Syllables
KW  - Morphemes
KW  - Kinematics
Y1  - 2021
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-587363
SN  - 0922-4777
SN  - 1573-0905
IS  - 4
ER  -