Dirk Richter

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 compared the content knowledge and pedagogical content knowledge of four groups of mathematics teachers at different points in their teaching careers in Germany and found that the largest differences in CK and PCK were found between the beginning and the end of initial teacher education.

TL;DR: In this article, the authors examined teachers' uptake of formal and informal learning opportunities across the career cycle and found that formal learning opportunities (in-service training) were used most frequently by mid-career teachers, whereas in-service learning opportunities showed distinct patterns across the teaching career.

TL;DR: In this paper, the authors examined the extent to which the quality of mentoring and its frequency during the first years of teaching influence teachers' professional competence and well-being and found that mentoring that follows constructivist rather than transmissive principles of learning fosters the growth of teacher efficacy, teaching enthusiasm, and job satisfaction and reduces emotional exhaustion.