Doris Holzberger

TL;DR: This paper explored reciprocal effects of teachers' self-efficacy and instructional quality in a longitudinal panel study with 155 German secondary mathematics teachers and 3,483 Grade 9 students at 2 measurement points.

TL;DR: Simulation-based learning offers a wide range of opportunities to practice complex skills in higher education and to implement different types of scaffolding to facilitate effective learning as discussed by the authors, but it is not suitable for all students.

TL;DR: The authors investigated whether professional knowledge gained during teacher education can predict change in teacher self-efficacy and emotional exhaustion, and found that prior emotional exhaustion predicts change in teachers' selfefficacy during the first year of beginning teachers' induction.

TL;DR: In this paper, the authors examined the specificity of teachers' intrinsic needs and self-efficacy, and how they interact to predict instructional behaviors using self-reporting measures to assess teachers' selfefficacy and intrinsic need satisfaction and students rated the teachers' instructional behaviors.

TL;DR: In this article, the authors investigate whether intra-individual differences between preservice teachers' professional vision occur in an innovative teacher education program (integrating theory and practice), whether these differences result in different changes, and whether the attendance in the program leads to similar individual developments in pre-service teachers' personal vision.