International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Kunter Mareike
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6 items
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In the present study, the authors investigated changes in teacher candidates’ constructivist beliefs and emotional exhaustion.
They assessed 163 German mathematics teacher candidates 3 times: at the beginning of, in the middle of, and after they completed the induction program.
The results revealed a statistically significant decrease in constructivist beliefs and an inverted U-shaped change in emotional exhaustion with an increase at the beginning of the induction program and a decrease afterward.
They also found that personal (i.e., math enjoyment) and social (i.e., instrumental support from peers and a constructivist-oriented mentor teacher) resources buffered the decrease in constructivist beliefs and the increase in emotional exhaustion.
Published: 2021
Updated: Mar. 08, 2021
2
In this article, the authors examine how cultural beliefs relate to aspects of professional competence. Specifically, the authors focused on multiculturalism and colorblindness. The findings reveal that colorblindness showed a significant negative relationship with willingness to adapt teaching to a culturally diverse student body. The authors also found that multicultural beliefs were related to higher self-efficacy and higher enthusiasm for teaching immigrant students, to less agreement with negative stereotypes about immigrant students' motivation and backgrounds, and to having chosen the teaching profession specifically as a means to foster integration of immigrants in Germany.
Published: 2015
Updated: Aug. 14, 2018
3
This article aims at investigating the impact of structural differences in teacher education on teachers’ CK and PCK. Therefore, the authors conducted a cross-sectional comparison with German pre- and inservice mathematics teachers at different points in their teaching careers. The findings showed that the CK of the teacher groups considered here differed significantly. As expected, the largest differences in CK and PCK were found between the beginning and the end of initial teacher education. Differences in the structures of teacher education were reasonably well reflected in participants’ CK and PCK.
Published: 2013
Updated: Jan. 21, 2016
4
The purpose of this study is to examine whether quality and frequency of mentoring predict beginning teachers’ development of professional competence and well-being in the first two years of their career. Findings indicate that the quality of mentoring rather than its frequency explains a successful career start. Additionally, beginning teachers who experience constructivist mentoring show higher levels of efficacy, teaching enthusiasm, and job satisfaction. Constructivist mentoring also reduces emotional exhaustion after one year of training compared to teachers without constructivist mentoring.
Published: 2013
Updated: Mar. 02, 2015
5
This investigation had two major aims: 1. to examine the utility and validity of the FIT-Choice scale for measuring teaching motivations within and across samples and settings; 2. to explore differences in motivations and perceptions related to the teaching profession across the different samples, as first indications of differences among Australian, U.S., German, and Norwegian samples. The findings reveal that the FIT-Choice scale displayed good construct validity and reliability across diverse samples. Furthermore, the sample comparisons revealed that motivations for teaching were more similar than they were different across these samples.
Published: 2012
Updated: Nov. 05, 2014
6
The goal of this study was to investigate teachers’ uptake of different learning opportunities from the beginning to the end of the teaching career. The authors focused on in-service training as an example of formal learning opportunities and on teacher collaboration and the use of professional literature as two examples of informal learning opportunities. Results showed that formal learning opportunities (in-service training) were used most frequently by mid-career teachers, whereas informal learning opportunities showed distinct patterns across the teaching career.
Published: 2011
Updated: Nov. 04, 2011