Franziska Baier
Biographic Data
| ID | 2748967 |
|---|---|
| NAME | Franziska Baier |
| GIVEN NAMES | Franziska |
| FAMILY NAME | Baier |
| SIGNATURE | BAIER F |
| AFFILIATIONS | Goethe University Frankfurt |
| ORCID | 0000-0002-1650-0398 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Effects of heterogeneity simulations on beliefs
Teaching strategies that consider the heterogeneity of students’ prior knowledge, such as differentiated instruction, are an important feature of teaching quality, but are still rarely implemented by teachers in schools. Simulations could be an approach to provide pre-service teachers with the experience of heterogeneity and thereby positively influence their beliefs about the importance of teaching that responds to the heterogeneity of students.…
Are early career teachers innovative? A comparison with other university graduates
Is it in their words? Teachers' enthusiasm and their natural language in class-A sentiment analysis approach
IntroductionTeacher enthusiasm is an undisputedly important characteristic of teachers, with demonstrated positive effects on student outcomes. Existing research typically operationalised teacher enthusiasm via trait-based teacher- or student ratings. Strikingly little is known about how teachers' trait enthusiasm manifests in their actual in-situ classroom behaviour. Some findings have been reported regarding teachers' nonverbal behaviours, but …
Pre-service teachers’ knowledge about classroom management from university studies and own schooling experiences—content and effects of their activation
We investigated two sources of classroom management knowledge in 93 pre-service teachers. The first research question focused on knowledge from university studies, which is thought to be evidence-based knowledge, and whether its use for problem solving in the classroom can be fostered by means of knowledge activation. The experiment showed that knowledge activation did not lead to higher use of knowledge from university studies and better problem…
Exploring the suitability of self-reports to gain insights into teachers’ technological pedagogical knowledge
Teachers need high technological pedagogical knowledge (TPK) to integrate digital technology effectively into their teaching. The valid assessment of teachers’ TPK is important so that researchers can investigate its development and impact on student outcomes. However, providing validity evidence for frequently used TPK self-report scales is challenging. Previous studies have indicated only weak correlations between these scales and tests. It rem…
Fostering pre-service teachers’ theoretical knowledge application
As knowledge derived from scientific theory can be helpful for teachers to reflect on their everyday teaching, universities have the challenging task of teaching this knowledge in such a way that pre-service teachers are able to apply it to their later teaching. Case-based learning has emerged as a promising method to foster pre-service teachers’ scientific knowledge application throughout university teacher education. However, surprisingly, empi…
Construction and validation of a test to assess (pre-service) teachers' technological pedagogical knowledge (TPK)
What makes a good teacher? The relative importance of mathematics teachers' cognitive ability, personality, knowledge, beliefs, and motivation for instructional quality
BackgroundTeachers differ substantially in their instructional performance in the classroom. Thus, researchers and policymakers are interested in how these differences can be explained and how the instruction provided by low-performing teachers can be improved. Previous research has focused either on generic (cognitive ability and personality) or profession-specific (professional knowledge, beliefs, and motivation for teaching) teacher characteri…
What makes a good teacher? The relative importance of mathematics teachers' cognitive ability, personality, knowledge, beliefs, and motivation for instructional quality
BackgroundTeachers differ substantially in their instructional performance in the classroom. Thus, researchers and policymakers are interested in how these differences can be explained and how the instruction provided by low-performing teachers can be improved. Previous research has focused either on generic (cognitive ability and personality) or profession-specific (professional knowledge, beliefs, and motivation for teaching) teacher characteri…
Is it in their words? Teachers' enthusiasm and their natural language in class-A sentiment analysis approach
IntroductionTeacher enthusiasm is an undisputedly important characteristic of teachers, with demonstrated positive effects on student outcomes. Existing research typically operationalised teacher enthusiasm via trait-based teacher- or student ratings. Strikingly little is known about how teachers' trait enthusiasm manifests in their actual in-situ classroom behaviour. Some findings have been reported regarding teachers' nonverbal behaviours, but …
What makes a good teacher? The relative importance of mathematics teachers' cognitive ability, personality, knowledge, beliefs, and motivation for instructional quality
BackgroundTeachers differ substantially in their instructional performance in the classroom. Thus, researchers and policymakers are interested in how these differences can be explained and how the instruction provided by low-performing teachers can be improved. Previous research has focused either on generic (cognitive ability and personality) or profession-specific (professional knowledge, beliefs, and motivation for teaching) teacher characteri…
Construction and validation of a test to assess (pre-service) teachers' technological pedagogical knowledge (TPK)
Fostering pre-service teachers’ theoretical knowledge application
As knowledge derived from scientific theory can be helpful for teachers to reflect on their everyday teaching, universities have the challenging task of teaching this knowledge in such a way that pre-service teachers are able to apply it to their later teaching. Case-based learning has emerged as a promising method to foster pre-service teachers’ scientific knowledge application throughout university teacher education. However, surprisingly, empi…
Pre-service teachers’ knowledge about classroom management from university studies and own schooling experiences—content and effects of their activation
We investigated two sources of classroom management knowledge in 93 pre-service teachers. The first research question focused on knowledge from university studies, which is thought to be evidence-based knowledge, and whether its use for problem solving in the classroom can be fostered by means of knowledge activation. The experiment showed that knowledge activation did not lead to higher use of knowledge from university studies and better problem…
Exploring the suitability of self-reports to gain insights into teachers’ technological pedagogical knowledge
Teachers need high technological pedagogical knowledge (TPK) to integrate digital technology effectively into their teaching. The valid assessment of teachers’ TPK is important so that researchers can investigate its development and impact on student outcomes. However, providing validity evidence for frequently used TPK self-report scales is challenging. Previous studies have indicated only weak correlations between these scales and tests. It rem…
Are early career teachers innovative? A comparison with other university graduates
Is it in their words? Teachers' enthusiasm and their natural language in class-A sentiment analysis approach
IntroductionTeacher enthusiasm is an undisputedly important characteristic of teachers, with demonstrated positive effects on student outcomes. Existing research typically operationalised teacher enthusiasm via trait-based teacher- or student ratings. Strikingly little is known about how teachers' trait enthusiasm manifests in their actual in-situ classroom behaviour. Some findings have been reported regarding teachers' nonverbal behaviours, but …
Effects of heterogeneity simulations on beliefs
Teaching strategies that consider the heterogeneity of students’ prior knowledge, such as differentiated instruction, are an important feature of teaching quality, but are still rarely implemented by teachers in schools. Simulations could be an approach to provide pre-service teachers with the experience of heterogeneity and thereby positively influence their beliefs about the importance of teaching that responds to the heterogeneity of students.…
Mathematics education (7 works) · Psychology (7 works) · Pedagogy (5 works) · Computer Science (3 works) · Education and Technology Integration (3 works) · Mathematics Education and Teaching Techniques (3 works) · Social Psychology (3 works) · Teacher Education and Leadership Studies (3 works) · Teacher Professional Development and Motivation (3 works) · Education, Achievement, and Giftedness (2 works)