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Lehrebezogene Überzeugungen und Konzeptionen - eine konzeptuelle Landkarte
Open accessAbstract
Dass Überzeugungen und Konzeptionen Lehrender ihr Lehrhandeln bedeutsam beeinflussen, scheint konsensfähig. Hinsichtlich der konzeptuellen und begrifflichen Fassung dieser Konzepte herrscht dagegen große Uneinigkeit. Der vorliegende Beitrag analysiert Theorien und Befunde zu lehrebezogenen Überzeugungen und Konzeptionen mit dem Ziel, diese und verwandte Konzepte zu charakterisieren und eine konzeptuelle Landkarte zu entwickeln, in der die verschiedenen Konzepte zueinander in Beziehung gesetzt werden können.21.06.2013 | Caroline Trautwein (Hamburg)
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“PD workshops that guide teachers to reflect on and become aware of their own beliefs can thus lead to positive changes in their beliefs (Putjata et al. 2022;Trautwein 2013).”
From Rising beliefs but descending self-efficacy when preparing in-service teachers for linguistically responsive teaching – insights from a longitudinal intervention study (2026) · cites this paper as Trautwein 2013
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“It seems that the more beliefs are based on explicit components, the easier they can be changed through confrontation with new information and knowledge acquisition (Furinghetti and Pehkonen 2002;Trautwein 2013).”
From Rising beliefs but descending self-efficacy when preparing in-service teachers for linguistically responsive teaching – insights from a longitudinal intervention study (2026) · cites this paper as Trautwein 2013
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References 39 · Cited by 21
Research works printed but not linked: 18
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- Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of educational research, 62(3), 307.
- Pehkonen, E. & Pietilä, A. (2003). On relationships between beliefs and knowledge in mathematics education. In Proceedings of the CERME-3 (Bellaria) meeting.
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Metadata
- Authors
- Trautwein, C. R.
- Affiliations
- Universität Hamburg (DE)
- Corresponding author
- Trautwein, Caroline Rosemarie
- Venue
- Zeitschrift für Hochschulentwicklung
- Published
- 2013-06-21
- Volume
- 8
- Issue
- 3
- ISSN
- 2219-6994 (ISSN-L)
- OpenAlex
- W1563855593
- Cited by
- 21
- References
- 39
- Citations by year
- 2026: 1 · 2025: 2 · 2024: 1 · 2023: 4 · 2022: 1 · 2021: 2 · 2020: 4 · 2019: 1 · 2018: 1 · 2017: 1 · 2015: 2 · 2014: 1
- FWCI
- 4.84
- Type
- journal article
- Language
- de
- Open access
- diamond
- doi.org
- Licence
- cc-by
- Locations
- Zeitschrift für Hochschulentwicklung (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- TUGraz OPEN Library (Graz University of Technology)
- Topics
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Social Sciences › Education › Teacher Education and Leadership Studies
- Keywords
- teacher beliefs, teacher conceptions, teaching practice, conceptual framework, teacher professional development, conceptions of teaching
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