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(Personen: "Kunter%2C(ignoriert!)" und "Mareike")

Understanding the challenges associated with cooperative learning. An empirical study with primary […] Adl-Amini, Katja; Baier-Mosch, Franziska; Decker, A.-T.; Seiz, J.; Ries, Nora; Kunter, Mareike Journal Article | In: Journal of Elementary Education | 2024 44766 Endnote: Author(s): Adl-Amini, Katja; Baier-Mosch, Franziska; Decker, A.-T.; Seiz, J.; Ries, Nora; Kunter, Mareike
Title: Understanding the challenges associated with cooperative learning. An empirical study with primary school teachers
In: Journal of Elementary Education, 17 (2024) 1, S. 1-18
DOI: 10.18690/rei.2832
URL: https://journals.um.si/index.php/education/article/view/2832
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Pre-service teachers' knowledge about classroom management from university studies and own […] Baier-Mosch, Franziska; Kunter, Mareike Journal Article | In: Frontiers in Education | 2024 45022 Endnote: Author(s): Baier-Mosch, Franziska; Kunter, Mareike
Title: Pre-service teachers' knowledge about classroom management from university studies and own schooling experiences - content and effects of their activation
In: Frontiers in Education, 9 (2024) , S. 1365005
DOI: 10.3389/feduc.2024.1365005
URL: https://www.frontiersin.org/articles/10.3389/feduc.2024.1365005/full
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract: We investigated two sources of classroom management knowledge in 93 pre-service teachers. The first research question focused on knowledge from university studies, which is thought to be evidence-based knowledge, and whether its use for problem solving in the classroom can be fostered by means of knowledge activation. The experiment showed that knowledge activation did not lead to higher use of knowledge from university studies and better problem solving. The second research question focused on knowledge from own schooling experiences and its content as compared to knowledge from university studies. The pre-service teachers' knowledge from own schooling was strongly focused on simple reactive strategies, only as compared to knowledge from university studies. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Long-term changes in teacher beliefs and motivation. Progress, stagnation or regress? Bönke, Nikolaus; Klusmann, Uta; Kunter, Mareike; Richter, Dirk; Voss, Thamar Journal Article | In: Teaching and Teacher Education | 2024 44743 Endnote: Author(s): Bönke, Nikolaus; Klusmann, Uta; Kunter, Mareike; Richter, Dirk; Voss, Thamar
Title: Long-term changes in teacher beliefs and motivation. Progress, stagnation or regress?
In: Teaching and Teacher Education, 141 (2024) , S. 104489
DOI: 10.1016/j.tate.2024.104489
URL: https://www.sciencedirect.com/science/article/pii/S0742051X24000210
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract: Developing and maintaining constructivist beliefs and high levels of enthusiasm are important goals in the teaching profession. Therefore, in the present study, we investigated beliefs and enthusiasm of N = 856 German mathematics teacher (candidates) longitudinally. Results of latent growth curve modeling revealed that teachers' constructivist beliefs declined, subject enthusiasm initially increased, and teaching enthusiasm remained stable over a 12-year period. Openness to experience buffered a decline in constructivist beliefs. Collaboration with colleagues and reflection were predictive of in-service teachers' level of constructivist beliefs and their teaching enthusiasm, providing valuable implications about how to promote positive long-term developments. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Judging a book by its cover? Investigating pre-service teacher's stereotypes towards pupils with […] Schell, Charlotte; Dignath, Charlotte; Kleen, Hannah; John, Nathalie; Kunter, Mareike Journal Article | In: Teaching and Teacher Education | 2024 44836 Endnote: Author(s): Schell, Charlotte; Dignath, Charlotte; Kleen, Hannah; John, Nathalie; Kunter, Mareike
Title: Judging a book by its cover? Investigating pre-service teacher's stereotypes towards pupils with special educational needs
In: Teaching and Teacher Education, 142 (2024) , S. 104526
DOI: 10.1016/j.tate.2024.104526
URL: https://www.sciencedirect.com/science/article/pii/S0742051X24000581
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract: Stereotypes about pupils with special educational needs are prevalent both in society and among pre- and in-service teachers. However, little is known about the specific stereotypes pre-service teachers associate with autistic pupils, pupils with Down syndrome, and pupils with dyslexia. We explored these in two studies. Study 1 (N=13) involved qualitative interviews to identify potential stereotype content. Study 2 (N=213) used these findings to create a questionnaire to quantify these stereotypes. We found distinct stereotypes associated with all three groups of pupils. For successful inclusion, teachers must recognize the uniqueness of each pupil, including those with different diagnoses. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Was tun? Perspektiven für eine Unterrichtsqualitätsforschung der Zukunft Begrich, Lukas; Praetorius, Anna-Katharina; Decristan, Jasmin; Fauth, Benjamin; Göllner, Richard; […] Journal Article | In: Unterrichtswissenschaft | 2023 43532 Endnote: Author(s): Begrich, Lukas; Praetorius, Anna-Katharina; Decristan, Jasmin; Fauth, Benjamin; Göllner, Richard; Herrmann, Christian; Kleinknecht, Marc; Taut, Sandy; Kunter, Mareike
Title: Was tun? Perspektiven für eine Unterrichtsqualitätsforschung der Zukunft
In: Unterrichtswissenschaft, 51 (2023) , S. 63-97
DOI: 10.1007/s42010-023-00163-4
URL: https://link.springer.com/article/10.1007/s42010-023-00163-4
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Deutsch
Keywords: Deutschland; Diagnostik; Digitalisierung; Diskurs; Forschungsdesign; Gesellschaft; Herausforderung; Heterogenität; Innovation; Konzeption; Modell; Netzwerk; Qualität; Schüler; Schweiz; Unterricht; Unterrichtsforschung; Veränderung; Zukunftswerkstatt
Abstract: Die Unterrichtsqualitätsforschung hat in den vergangenen Jahrzehnten viel zum Verständnis der Merkmale beitragen, die einen qualitätsvollen Unterricht auszeichnen. Sie hat einflussreiche Modelle hervorgebracht, die eine gemeinsame Grundlage für die Erforschung des Unterrichts bereitstellen. Gleichzeitig bringen gesellschaftliche Veränderungsprozesse eine Neuorientierung des schulischen Unterrichts mit sich, und es lässt sich fragen, ob die Unterrichtsqualitätsforschung mit ihren bisherigen Ansätzen in der Lage ist, in Zukunft zum Gelingen von Unterricht beizutragen. Im Rahmen einer Zukunftswerkstatt hat das Leibniz-Netzwerk Unterrichtsforschung daher einen längerfristig angelegten Prozess gestartet, um sich mit dem Unterricht der Zukunft zu beschäftigen und zu versuchen, drängende Fragen und Handlungsfelder für die Unterrichtsqualitätsforschung zu identifizieren. Der vorliegende Beitrag stellt die Ergebnisse dieses initialen Austauschs dar. Zudem wird ein Einblick in die gegenwärtige Arbeit im Netzwerk gegeben, die aufbauend auf den Ergebnissen der Zukunftswerkstatt eine Weiterentwicklung der Unterrichtsqualitätsforschung anstrebt. (DIPF/Orig.)
Abstract (english): Over the past decades, research on teaching quality has substantially contributed to the understanding of high quality teaching. It has brought forth influential models that provide a common ground for research on teaching. At the same time, societal change requires a reorientation of teaching in schools. It seems questionable whether the current approaches of teaching quality research can contribute to the success of teaching in the future. Therefore, based on a future workshop method, the Leibniz Network of Research on Teaching Quality has started a longer-term working process to consider future developments of teaching and to identify urgent questions and fields of action for research on teaching quality. The present paper outlines the results of this initial exchange. Furthermore, it gives insight into the current work within the network that aims at an advancement of research on teaching quality based on the results of the workshop. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Promoting pre- and in-service teachers' digital competence by using reverse mentoring Bertram, Victoria; Baier-Mosch, Franziska; Dignath, Charlotte; Kunter, Mareike Journal Article | In: Unterrichtswissenschaft | 2023 44603 Endnote: Author(s): Bertram, Victoria; Baier-Mosch, Franziska; Dignath, Charlotte; Kunter, Mareike
Title: Promoting pre- and in-service teachers' digital competence by using reverse mentoring
In: Unterrichtswissenschaft, (2023) , S. online first
DOI: 10.1007/s42010-023-00183-0
URL: https://link.springer.com/article/10.1007/s42010-023-00183-0
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Teachers' proactive behaviour. Interactions with job characteristics and professional competence […] Jörg, Verena; Hartmann, Ulrike; Philipp, Anja; Kunter, Mareike Journal Article | In: British Journal of Educational Psychology | 2023 44398 Endnote: Author(s): Jörg, Verena; Hartmann, Ulrike; Philipp, Anja; Kunter, Mareike
Title: Teachers' proactive behaviour. Interactions with job characteristics and professional competence in a longitudinal study
In: British Journal of Educational Psychology, 2024 (2023) 94, S. 198-215
DOI: 10.1111/bjep.12642
URL: https://bpspsychub.onlinelibrary.wiley.com/doi/10.1111/bjep.12642
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Dropout intent of students with disabilities Russmann, Mareike; Netz, Nicolai; Lörz, Markus Journal Article | In: Higher Education | 2023 44373 Endnote: Author(s): Russmann, Mareike; Netz, Nicolai; Lörz, Markus
Title: Dropout intent of students with disabilities
In: Higher Education, (2023) , S. online first
DOI: 10.1007/s10734-023-01111-y
URL: https://link.springer.com/article/10.1007/s10734-023-01111-y
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract: In dem vorliegenden Beitrag werden die Abbruchabsichten von Studierenden mit Beeinträchtigung untersucht und die zugrundeliegenden Mechanismen herausgearbeitet. Über die Integration verschiedener theoretischer Ansätze wird davon ausgegangen, dass nicht nur die akademische und soziale Integration der Studierenden, sondern auch ihre privaten Ressourcen für den akademischen Erfolg entscheidend sind. Die Analyse der SITCO-Daten aus dem Jahr 2020 zeigt, dass Studierende mit Beeinträchtigung deutlich häufiger beabsichtigen, ihr Studium abzubrechen als Studierende ohne Beeinträchtigung. Lineare Regressionen und Kitagawa-Oaxaca-Blinder-Dekompositionen zeigen, dass Unterschiede in der akademischen Integration und den persönlichen Ressourcen eine zentrale Erklärung für diesen Unterschied sind. Unterschiede in der sozialen Integration und finanziellen Ressourcen spielen dagegen eine untergeordnete Rolle. Weitere Analysen zeigen, dass die Abbruchabsicht bei Studierenden mit psychischen Beeinträchtigungen am höchsten ist, gefolgt von Studierenden mit Lernschwierigkeiten und Studierenden mit körperlichen Beeinträchtigungen. Insgesamt unterstreichen unsere Ergebnisse, wie wichtig es ist, sowohl die Integration der Studierenden in die Hochschulbildung als auch ihre privaten Ressourcen zu berücksichtigen, um die Abbruchabsichten von Studierenden mit Beeinträchtigung zu verstehen.
Abstract (english): We examine the mechanisms explaining the dropout intentions of students with disabilities by integrating Tinto's model of student integration, the student attrition model, the composite persistence model, and insights from social stratiﬁcation research. The resulting theoretical model posits that not only students' academic and social integration, but also their private resources (ﬁnancial, home learning, and personal resources) are crucial for academic success. Analysing data from a 2020 Germany-wide student survey, we ﬁnd that students with disabilities are substantially more likely to intend to drop out of higher edu-cation than students without disabilities. Linear regressions and Kitagawa-Oaxaca-Blinder decompositions show that their lower academic integration and fewer personal resources are most relevant for explaining this diﬀerence, while their lower social integration, home learning, and ﬁnancial resources play subordinate roles. Further analyses reveal that drop-out intent is highest among students with psychic disabilities, followed by students with learning disabilities and students with physical disabilities. Regarding all three disabil-ity groups, less academic integration and fewer personal resources are most relevant for explaining the diﬀerence in dropout intent to students without disabilities. However, the disability groups diﬀer regarding the importance of the other explanatory factors. Overall,our results highlight the importance of considering both students' integration into higher education and their private resources for understanding student-group-speciﬁc dropout intent.
DIPF-Departments: Struktur und Steuerung des Bildungswesens

Teacher's well-being and their teaching quality during the COVID-19 pandemic. A retrospective study Sacré, Margault; Ries, Nora; Wolf, Kristin; Kunter, Mareike Journal Article | In: Frontiers in Education | 2023 44143 Endnote: Author(s): Sacré, Margault; Ries, Nora; Wolf, Kristin; Kunter, Mareike
Title: Teacher's well-being and their teaching quality during the COVID-19 pandemic. A retrospective study
In: Frontiers in Education, 8 (2023) , S. 1136940
DOI: 10.3389/feduc.2023.1136940
URL: https://www.frontiersin.org/articles/10.3389/feduc.2023.1136940/full
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract: During the COVID-19 pandemic, teachers reported low levels of well-being. Lower levels of well-being can negatively impact job performance and teaching quality. This study aims to examine whether the quality of teaching changed between before and during the pandemic, in two settings: remote and restricted in-person settings, and whether teachers' well-being was related to the quality of teaching. 279 German-speaking (primary and secondary) teachers were retrospectively surveyed with an online questionnaire. Results showed that even if teachers reported being emotionally exhausted, they still were satisfied with their profession, highlighting the multidimensionality of well-being. For online instruction, teachers reported decrease in teaching quality in terms of cognitive activation, classroom management, and learning support compared to pre-pandemic times. Additionally, according to the teachers, their teaching quality did not return to its original state when schools reopened. However, the data does not show that this decrease is associated with teachers' well-being. This study suggests that it is not only the quantity of learning that may have caused students' learning losses, but also its quality. As a possible practical consequence, it seems helpful to provide teachers not only with technical, but also pedagogical support when teaching online and after having returned to in-person settings. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Teachers' emotional exhaustion and teaching enthusiasm before versus during the COVID-19 pandemic. […] Voss, Thamar; Klusmann, Uta; Bönke, Nikolaus; Richter, Dirk; Kunter, Mareike Journal Article | In: Zeitschrift für Psychologie | 2023 43344 Endnote: Author(s): Voss, Thamar; Klusmann, Uta; Bönke, Nikolaus; Richter, Dirk; Kunter, Mareike
Title: Teachers' emotional exhaustion and teaching enthusiasm before versus during the COVID-19 pandemic. Results from a long-term longitudinal study
In: Zeitschrift für Psychologie, 231 (2023) 2, S. 103-114
DOI: 10.1027/2151-2604/a000520
URL: https://econtent.hogrefe.com/doi/10.1027/2151-2604/a000520
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract: Because of the sudden removal of teachers' work routines, we investigated pandemic-related changes in mathematics teachers' emotional exhaustion and teaching enthusiasm. We drew on data from a 15-year longitudinal study, including four pre-pandemic (2007 to 2019) and two pandemic (2021 and 2022) measurement points. During the COVID-19 pandemic, N = 194 teachers participated in 2021 and N = 214 in 2022. Results from latent growth curve models indicated a pronounced increase in emotional exhaustion and a decrease in enthusiasm during the pandemic. We also found that good technical equipment and high openness represent resources associated with a lower increase in emotional exhaustion, whereas difficulties with students during the COVID-19 pandemic and high extraversion were risk factors. Like in other occupations, these results indicate that COVID-19 negatively affected teachers' experiences and highlight the need to support teachers to avoid further negative consequences for teachers and students.
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen