This paper focusses on beginning teachers' appraisals of the challenge posed by their various professional requirements, and the associated buffering and boosting effects of individual resources. Challenge appraisal is relevant for professionalisation, but also risks energy loss, which hinders professionalisation. In this study, beginning teachers…

The article focuses on teaching maths in German primary schools out-of-field. The concept of subject matter seems to stand in opposition to the equally pedagogically and administratively desired class teacher principle in primary school. In the contribution, negotiations are outlined on the basis of a qualitative-reconstructive-interview-study, to…

With the rapid implementation of early foreign language programmes in the state of North-Rhine-Westphalia, Germany, first for Grade 3 (ages 8-9 years) in 2003 and then from Grade 1 (ages 6-7 years) in 2008, primary school teachers had to adapt to teaching a foreign language in Grade 1 quickly. Teachers had little experience with language teaching…

Technology may promote student engagement in high-level learning processes in the classroom. Yet, whether teachers really exploit technology's potential to support student learning depends on their expertise. The authors compared pre-service and technology-experienced in-service teachers' reasoning about technology-enhanced lessons by means of…

Teaching multilingual learning groups is an important part of the professional activity of primary teachers in Germany, placing high demands on their occupational professionalism. The aim of this article is to analyse the effects of educational and occupational influencing factors on the beliefs of teachers regarding multilingualism as a facet of…

This paper examines the role of professionalism in teachers' change in practice related to dialogue and argumentation. Data were collected from 14 pre-primary and primary school teachers who participated in a professional development programme with an emphasis on promoting values such as tolerance, empathy, inclusion and social responsibility…

Teacher judgments impact on students' academic development, yet studies have revealed only modest judgment accuracy. Identifying biases hampering judgment accuracy is crucial. The present study scrutinized one such bias, namely reference group effects on teacher judgments (i.e., systematic relations between class-average ability and teacher…

Teachers are often asked to nominate students for enrichment programs for gifted children, and studies have repeatedly indicated that students' intelligence is related to their likelihood of being nominated as gifted. However, it is unknown whether class-average levels of intelligence influence teachers' nominations as suggested by theory--and…

This study reported the specific findings of a larger comparative study concerning Turkish and German mathematics teachers' values. The main focus was on the teaching experience of the mathematics teachers. Interactions related to nationality were also of interest. The research methodology employed in this study was a descriptive study. The…

Prior research has demonstrated that teachers' professional knowledge and motivation are strongly related to students' learning and motivation. Symptoms of teachers' stress and burnout (e.g., emotional exhaustion) are also thought to influence students' achievement, but no empirical study has tested this prediction. Using multilevel analyses and a…

Primary Science Quality Mark Scheme is a joint project led by the Association for Science Education, the national network of Science Learning Centres and Barnet Local Authority. The Primary Science Quality Mark is an award scheme to develop and celebrate the quality of science teaching and learning in primary schools. It encourages teachers to let…