Axinja Hachfeld

TL;DR: In this paper, the authors investigated teachers' pedagogical content knowledge, professional beliefs, work-related motivation, and self-regulation as aspects of their professional competence and examined how these aspects impact instruction and, in turn, student outcomes.

TL;DR: In this article, the authors investigated the relationship between two cultural beliefs, multiculturalism and colorblindness, and different aspects of professional competence for teaching immigrant students, and found that participants with multicultural beliefs reported higher motivational orientations (selfefficacy and enthusiasm for teaching, and more integrative career motives), more positive values (lower agreement with negative stereotypes), and more reported willingness to adapt their teaching.

TL;DR: The Teacher Cultural Beliefs Scale (TCBS) as discussed by the authors assesses multicultural and egalitarian beliefs about diversity, both of which reflect favorable attitudes toward immigrant students, but differ with regard to how cultural diversity is believed to be best accommodated in schools.

TL;DR: This article investigated mathematics teachers' beliefs about the nature of knowledge (epistemological beliefs) and about mathematics teaching and learning and found that teachers tend to have a transmissive orientation and a constructivist orientation.

TL;DR: In this paper, a vorliegende Studie der Untersuchung von zentralen Forschungsfragen zu Niveau und Zusammenhangen der diagnostischen Fahigkeiten von Lehrkraften im Bereich der Text-Bild-Integration, zu moglichen lehrer- bzw. materialseitigen Moderatorvariablen sowie zu Determinanten im diagnosticalhen Urteilsprozess is presented.