Student teachers’ learning about effective classroom management: efficacy and transfer of a video-based intervention aimed at promoting situation-specific skills and self-efficacy

Can video modeling examples promote pre-service teachers’ performance in assessing empirical studies?

Die Professionalisierung der Professionalisierenden

Prädiktoren der Nutzung von Lerngelegenheiten in schulpraktischen Phasen

Development of the affective-motivational and cognitive domains of research competence in a research-based learning intervention

Linguistically responsive teaching competence, teacher self-efficacy, and opportunities to learn—a pre-post study on the effects of a university course on the development of pre-service teachers’ competences

Student teachers’ learning about effective classroom management: efficacy and transfer of a video-based intervention aimed at promoting situation-specific skills and self-efficacy

Can video modeling examples promote pre-service teachers’ performance in assessing empirical studies?

Die Professionalisierung der Professionalisierenden

Prädiktoren der Nutzung von Lerngelegenheiten in schulpraktischen Phasen

Development of the affective-motivational and cognitive domains of research competence in a research-based learning intervention

Linguistically responsive teaching competence, teacher self-efficacy, and opportunities to learn—a pre-post study on the effects of a university course on the development of pre-service teachers’ competences