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(Personen: "Kunter%2C(ignoriert!)" und "Mareike")
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Promoting student teachers' well-being: A multi-method approach investigating the longitudinal […]
Hartl, Anna; Holzberberger, Doris; Hugo, Julia; Wolf, Kristin; Kunter, Mareike
Journal Article
| In: Zeitschrift für Psychologie | im Druck
42513 Endnote
Author(s):
Hartl, Anna; Holzberberger, Doris; Hugo, Julia; Wolf, Kristin; Kunter, Mareike
Title:
Promoting student teachers' well-being: A multi-method approach investigating the longitudinal relationship between emotional exhaustion, emotional support, and the intentions of dropping out of university
In:
Zeitschrift für Psychologie, (im Druck)
Publication Type:
3b. Beiträge in weiteren Zeitschriften; Zeitungsartikel
Language:
Englisch
Abstract:
Student teachers' well-being is particularly important in times of teacher shortage. To prevent student dropout and promote students' well-being, demands and resources within university teacher education need to be identified. Demands like workload or time pressure can lead to emotional exhaustion in the long term, while resources like emotional support may foster well-being. By conducting a quantitative, longitudinal study on 903 student teachers from German universities, we investigate the relationship between emotional support of peers (as a resource) and emotional exhaustion (an indicator of well-being). In addition, we conducted a qualitative study to analyze demands as possible reasons for dropout during teacher education. Latent change score models indicate that emotional exhaustion first increases and then slightly decreases over the course of three semesters. Emotional support by peers remains stable over time. The bivariate latent change model suggests that social support is not a predictor of emotional exhaustion. The qualitative study analyzed three main dropout intentions: performance problems, lack of study motivation, and study conditions. Especially study conditions at university can be adjusted and act as a resource to increase students' well-being.
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Zukunftsperspektiven für die inklusive Schul- und Unterrichtsentwicklung - ein Gedankenaustausch
Frohn, Julia; Heinrich, Martin; Kunter, Mareike; Lütje-Klose, Birgit; Prediger, Susanne
Book Chapter
| Aus: Frohn, Julia; Bengel, Angelika; Piezunka, Anne; Simon, Toni; Dietze, Torsten (Hrsg.): Inklusionsorientierte Schulentwicklung: Interdisziplinäre Rückblicke, Einblicke und Ausblicke | Bad Heilbrunn: Klinkhardt | 2022
43301 Endnote
Author(s):
Frohn, Julia; Heinrich, Martin; Kunter, Mareike; Lütje-Klose, Birgit; Prediger, Susanne
Title:
Zukunftsperspektiven für die inklusive Schul- und Unterrichtsentwicklung - ein Gedankenaustausch
In:
Frohn, Julia; Bengel, Angelika; Piezunka, Anne; Simon, Toni; Dietze, Torsten (Hrsg.): Inklusionsorientierte Schulentwicklung: Interdisziplinäre Rückblicke, Einblicke und Ausblicke, Bad Heilbrunn: Klinkhardt, 2022 , S. 243-254
URL:
https://www.klinkhardt.de/newsite/media/20230109_9783781559837 Frohn_etal- InklusionsorientierteSchulentwicklung.pdf#page=244
Publication Type:
4. Beiträge in Sammelbänden; Sonstiges
Language:
Deutsch
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Fostering pre-service teachers' theoretical knowledge application. Studying with and without […]
Baier, Franziska; Maurer, Christina; Dignath, Charlotte; Kunter, Mareike
Journal Article
| In: Instructional Science | 2021
41506 Endnote
Author(s):
Baier, Franziska; Maurer, Christina; Dignath, Charlotte; Kunter, Mareike
Title:
Fostering pre-service teachers' theoretical knowledge application. Studying with and without text-based cases
In:
Instructional Science, 49 (2021) 6, S. 855-876
DOI:
10.1007/s11251-021-09560-7
URL:
https://link.springer.com/article/10.1007%2Fs11251-021-09560-7
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Lehrerausbildung; Lehramtsstudiengang; Wissenschaftstheorie; Wissensanwendung; Förderung; Fallbeispiel; Lernmethode; Lehramtsstudentin; Empirische Forschung; Evidenz; Quasi-Experiment; Klassenmanagement; Kontrollgruppe; Vergleichsuntersuchung; Deutschland
Abstract:
As knowledge derived from scientific theory can be helpful for teachers to reflect on their everyday teaching, universities have the challenging task of teaching this knowledge in such a way that pre-service teachers are able to apply it to their later teaching. Case-based learning has emerged as a promising method to foster pre-service teachers' scientific knowledge application throughout university teacher education. However, surprisingly, empirical evidence for its effectiveness as compared to more traditional instructional interventions in teacher education is still inconclusive, partly being due to constraints concerning the employed comparison groups. The present quasi-experimental study (conducted in the field of classroom management) investigated the effect of studying exactly the same theoretical content with and without text-based cases on scientific knowledge application (as measured by a vignette test) in a sample of 101 pre-service teachers. Although the study found a small advantage for the case-based learning group, it demonstrated that scientific knowledge application may also be effectively fostered in a more traditional instructional course. The findings and their implications are discussed against the background of cognitive theories on inert knowledge and how to prevent it in teacher education. (DIPF/Orig.)
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
At a first glance - how reliable and valid is the thin slices technique to assess instructional […]
Begrich, Lukas; Kuger, Susanne; Klieme, Eckhard; Kunter, Mareike
Journal Article
| In: Learning and Instruction | 2021
41092 Endnote
Author(s):
Begrich, Lukas; Kuger, Susanne; Klieme, Eckhard; Kunter, Mareike
Title:
At a first glance - how reliable and valid is the thin slices technique to assess instructional quality
In:
Learning and Instruction, 74 (2021) , S. 101466
DOI:
10.1016/j.learninstruc.2021.101466
URL:
https://www.sciencedirect.com/science/article/pii/S0959475221000256
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract:
Various approaches of assessing instructional quality have emerged in educational research. In this article, we present two studies that apply the thin slices procedure, investigating the reliability and validity of the ratings of three dimensions of instructional quality based solely on the first impressions of untrained social observers. Thirty undergraduate students rated 30-s clips from English lessons (Study 1) and Math lessons (Study 2) regarding three quality dimensions. The findings suggest high reliability in these ratings. Multilevel confirmatory analyses suggested construct validity in terms of differentiation between the three dimensions of instructional quality. Finally, we found some overlap between the thin slices ratings of classroom management and constructive support with ratings of trained raters based on observations of full lessons, as well as students' ratings of these dimensions. We discuss these results with respect to the potential of first impressions of untrained observers to measure instructional quality.
Abstract (english):
Various approaches of assessing instructional quality have emerged in educational research. In this article, we present two studies that apply the thin slices procedure, investigating the reliability and validity of the ratings of three dimensions of instructional quality based solely on the first impressions of untrained social observers. Thirty undergraduate students rated 30-s clips from English lessons (Study 1) and Math lessons (Study 2) regarding three quality dimensions. The findings suggest high reliability in these ratings. Multilevel confirmatory analyses suggested construct validity in terms of differentiation between the three dimensions of instructional quality. Finally, we found some overlap between the thin slices ratings of classroom management and constructive support with ratings of trained raters based on observations of full lessons, as well as students' ratings of these dimensions. We discuss these results with respect to the potential of first impressions of untrained observers to measure instructional quality.
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Ready to teach? A profile analysis on cognitive and motivational-affective teacher characteristics […]
Holzberger, Doris; Maurer, Christina; Kunina-Habenicht, Olga; Kunter, Mareike
Journal Article
| In: Teaching and Teacher Education | 2021
40992 Endnote
Author(s):
Holzberger, Doris; Maurer, Christina; Kunina-Habenicht, Olga; Kunter, Mareike
Title:
Ready to teach? A profile analysis on cognitive and motivational-affective teacher characteristics at the end of pre-service teacher education and long-term effects on teachers' occupational well-being
In:
Teaching and Teacher Education, 100 (2021) , S. 103285
DOI:
10.1016/j.tate.2021.103285
URL:
https://www.sciencedirect.com/science/article/abs/pii/S0742051X21000093
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Lehramtsstudent; Eigenschaft; Vorbereitungsdienst; Kompetenz; Wissen; Einstellung <Psy>; Überzeugung; Wirkung; Lehrer; Arbeitszufriedenheit; Wohlbefinden; Deutschland
Abstract:
The present study explores how multiple teacher characteristics (i.e., knowledge, beliefs, self-efficacy, and self-regulation) co-occur within 649 German teacher candidates at the end of pre-service teacher education and how these profiles are related to teachers' future occupational well-being. A latent profile analysis identified one highly knowledgeable and engaged profile, one profile with below average knowledge, and one profile with below average beliefs, motivation, and self-regulation. These profiles also differed in their emotional exhaustion and job satisfaction. Thefindings emphasize how teacher candidates differ qualitatively in their pattern of "starting competence" what may have consequences with regard to specific interventions.
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Who participates in content-focused teacher professional development? Evidence from a large scale […]
Richter, Eric; Kunter, Mareike; Marx, Alexandra; Richter, Dirk
Journal Article
| In: Frontiers in Education | 2021
41503 Endnote
Author(s):
Richter, Eric; Kunter, Mareike; Marx, Alexandra; Richter, Dirk
Title:
Who participates in content-focused teacher professional development? Evidence from a large scale study
In:
Frontiers in Education, 6 (2021) , S. 722169
DOI:
10.3389/feduc.2021.722169
URL:
https://www.frontiersin.org/articles/10.3389/feduc.2021.722169/full
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Lehrer; Lehrerin; Mathematikunterricht; Fachwissen; Unterricht; Qualität; Professionalität; Berufliche Fortbildung; Lehrerfortbildung; Teilnahme; Motivation; Datenanalyse; Sekundäranalyse; Deutschland
Abstract:
This study investigates the relationship between teacher quality and teachers' engagement in professional development (PD) activities using data on 229 German secondary school mathematics teachers. We assessed different aspects of teacher quality (e.g. professional knowledge, instructional quality) using a variety of measures, including standardised tests of teachers' content knowledge, to determine what characteristics are associated with high participation in PD. The results show that teachers with higher scores for teacher quality variables take part in more content-focused PD than teachers with lower scores for these variables. This suggests that teacher learning may be subject to a Matthew effect, whereby more proficient teachers benefit more from PD than less proficient teachers. (DIPF/Orig.)
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
I don't really belong here. Examining sense of belonging in immigrant and nonimmigrant teacher […]
Wolf, Kristin; Maurer, Christina; Kunter, Mareike
Journal Article
| In: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie | 2021
41482 Endnote
Author(s):
Wolf, Kristin; Maurer, Christina; Kunter, Mareike
Title:
I don't really belong here. Examining sense of belonging in immigrant and nonimmigrant teacher students
In:
Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 53 (2021) 1/2, S. 1-14
DOI:
10.1026/0049-8637/a000233
URL:
https://econtent.hogrefe.com/doi/10.1026/0049-8637/a000233
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Lehramtsstudent; Migrationshintergrund; Soziale Beziehung; Gemeinschaft; Studienabbruch; Hochschulbildung; Lehrerausbildung; Studienfach; Universität; Student; Befragung; Datenanalyse; Strukturgleichungsmodell; Empirische Untersuchung; Deutschland
Abstract:
Die vorliegende Studie untersucht die Bedeutung des Zugehörigkeitsgefühls von Lehramtsstudierenden für deren Studienabbruchintention mit besonderer Berücksichtigung von Studierenden mit Migrationshintergrund. Es wurden 925 deutsche Lehramtsstudierende zu zwei Messzeitpunkten befragt. Die Ergebnisse bestätigen die Bedeutung des Zugehörigkeitsgefühls für die Studienabbruchintention von Lehramtsstudierenden. Strukturgleichungsmodelle zeigen, dass Studierende mit Migrationshintergrund ein geringeres Zugehörigkeitsgefühl und höhere Studienabbruchintention berichten. (DIPF/Orig.)
Abstract (english):
The present study investigates the role of sense of belonging on dropout intention in teacher education with a special focus on immigrant teacher students. We present data from a survey of 925 German teacher students using two times of measurement. The results confirm the significance of sense of belonging for the dropout rate among students in teacher education and support our hypotheses that immigrant students show a lower sense of belonging and higher dropout intentions. (DIPF/Orig.)
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Lehrerpersönlichkeit und professionelle Kompetenz von Lehrkräften
Kunina-Habenicht, Olga; Decker, Anna-Theresia; Kunter, Mareike
Book Chapter
| Aus: Seifried, Klaus; Drewes, Stefan; Hasselhorn, Marcus (Hrsg.): Handbuch Schulpsychologie | Stuttgart: Kohlhammer | 2021
41065 Endnote
Author(s):
Kunina-Habenicht, Olga; Decker, Anna-Theresia; Kunter, Mareike
Title:
Lehrerpersönlichkeit und professionelle Kompetenz von Lehrkräften
In:
Seifried, Klaus; Drewes, Stefan; Hasselhorn, Marcus (Hrsg.): Handbuch Schulpsychologie, Stuttgart: Kohlhammer, 2021 , S. 379-388
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Lehrer; Persönlichkeit; Professionalität; Fachkompetenz; Berufsanforderung; Fachwissen; Fachdidaktik; Motivation; Schüler; Förderung; Unterstützung; Lehrerfortbildung; Wirkung; Kooperation; Schulpsychologe; Prävention; Gesundheit; Empirische Forschung; Methode
Abstract:
Lehrkräfte verfügen über Expertise für das Lernen und Lehren und haben einen entscheidenden Einfluss auf die Leistungen von Schülerinnen und Schüler. Ihre primäre Aufgabe besteht in der Gestaltung von anregenden Lerngelegenheiten im Unterricht und der Förderung der Entwicklung von Schülerinnen und Schülern. Neben der eigentlichen Unterrichtstätigkeit übernehmen Lehrkräfte zahlreiche andere Aufgaben wie z.B. Unterrichtsvorbereitung und -nachbereitung, Korrektur von Arbeiten, Beratung von Familien, Teilnahme an Weiterbildungen. Hierbei stellt sich die Frage, warum manche Lehrkräfte ihren Beruf erfolgreich ausüben, während andere die beruflichen Anforderungen nur begrenzt bewältigen. In der Literatur finden sich typischerweise zwei Herangehensweisen an diese Frage, nämlich der so genannte Persönlichkeitsansatz, der davon ausgeht, dass erfolgreiches Unterrichten vor allem eine Folge stabiler Eigenschaften und Talente ist, und der Kompetenzansatz, der annimmt, dass erfolgreiches Unterrichten eine Folge kumulativer Lernprozesse ist. Beide Ansätze werden im Folgenden zunächst vorgestellt und anschließend in ein gemeinsames Modell integriert. Danach werden die Bedeutung und Gestaltung von Lehrkräftefortbildungen thematisiert und praktische Implikationen für die Arbeit von Schulpsychologinnen und -psychologen diskutiert. (DIPF/Orig.)
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Professionell durch die Krise? Impulse für die Aus- und Weiterbildung von Lehrkräften
Kunter, Mareike; Baier, Franziska
Book Chapter
| Aus: Maaz, Kai; Becker-Mrotzek, Michael (Hrsg.): Schule weiter denken: Was wir aus der Pandemie lernen | Berlin: Dudenverlag | 2021
40993 Endnote
Author(s):
Kunter, Mareike; Baier, Franziska
Title:
Professionell durch die Krise? Impulse für die Aus- und Weiterbildung von Lehrkräften
In:
Maaz, Kai; Becker-Mrotzek, Michael (Hrsg.): Schule weiter denken: Was wir aus der Pandemie lernen, Berlin: Dudenverlag, 2021 , S. 59-75
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Deutsch
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
COVID-19 and lessons learned - preparing for future pandemics
Alcani, Antonio; Corda, Daniela; Guerder, Sylvie; Konrad, Kai; Kunter, Mareike; Lalo, Arnaud; […]
Working Papers
| 2021
42337 Endnote
Author(s):
Alcani, Antonio; Corda, Daniela; Guerder, Sylvie; Konrad, Kai; Kunter, Mareike; Lalo, Arnaud; Maga, Giovanni; Meyer-Hermann, Michael; Priesemann, Viola; Protzer, Ulrike; Ramiro, Diego; Tonzer, Lena
Title:
COVID-19 and lessons learned - preparing for future pandemics
Published:
Brüssel: Leibniz-Association Europe Office, 2021
URL:
https://www.cnr.it/en/news/attachment/2361
Publication Type:
5. Arbeits- und Diskussionspapiere; Stellungnahme/Positionspapier
Language:
Englisch
Keywords:
COVID-19; Pandemie; Erfahrung; Infektionsschutz; Intervention; Maßnahme; Internationale Zusammenarbeit; Epidemiologie; Infektionskrankheit; Fachwissen; Grundwissen; Open Science; Forschung; Interdisziplinarität; Datenerhebung; Überwachung; Daten; Infrastruktur; Schutzmaßnahme; Prävention; Krisenbewältigung; Bevölkerung; Wirtschaft; Bildung
Abstract:
This paper has been drafted by a group of 12 mandated scientists from six large multidisciplinary Research Performing Organisations located in Europe, the Consiglio Nazionale delle Ricerche, the Centre Nationale de la Recherche Scientifique, the Consejo Superior de Investigaciones Cientificas, the Helmholtz-Gemeinschaft Deutscher Forschungszentren, the Leibniz-Gemeinschaft and the Max-Planck-Gesellschaft. Written under the impression of the current SARS-CoV-2 pandemic, it focuses on future pandemics similar in magnitude, the risk of spreading, and impact from a scientific perspective. (DIPF/Orig.)
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
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