Benjamin Dreer
Biographic Data
| ID | 5138914 |
|---|---|
| NAME | Benjamin Dreer |
| GIVEN NAMES | Benjamin |
| FAMILY NAME | Dreer |
| SIGNATURE | DREER B |
| AFFILIATIONS | University of Erfurt |
| ORCID | 0000-0001-5104-9910 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Building reliable teacher education systems
Initial teacher education often struggles to reliably prepare novice teachers for the complexity, uncertainty, and responsibility of classroom practice. Persistent problems, such as practice shock, early-career attrition, and inequitable learning outcomes, indicate that existing preparation systems are only partially effective. This conceptual cross-professional article examines teacher education through the lens of high-reliability organizations…
Moments that matter
Practical experiences during teacher education significantly impact student teachers’ well-being, yet little is known about the specific incidents that trigger changes. Drawing on data from student teachers in Germany, this study examined 567 critical incidents reported by 146 participants over six weeks of their 15-week practicum to understand how these moments shape well-being. The findings reveal that positive experiences were more frequent an…
The impact of mentor support and high-quality connections on student teachers’ psychological safety and engagement during practicum
Introduction Teaching is a social profession, and learning to become a teacher involves social interactions. Previous research has predominantly focused on the role of mentor support when investigating the social support of student teachers during field experiences in teacher education. Much less attention has been paid to the social interactions that take place outside the mentor pairing between student teachers and other co-workers at practicum…
Teachers’ well-being and job satisfaction
With teacher shortages around the world and high attrition rates in some countries, teachers who experience high job satisfaction offer solid support for school systems as they are healthier, more productive and more likely to retain their job in the long term. This study sheds light on the relationship between job-related well-being and job satisfaction. It investigates the extent to which the well-being domains of (P) positive emotions, (E) eng…
How student teachers feel during field experiences
Since student teachers’ emotions during field experiences are highly relevant to their overall learning and professional development, they are worthy of closer investigation. Thus, based on longitudinal data and co-occurrence network analyses, this study determines whether and how often positive and negative emotions co-occur among a sample of student teachers at three different timepoints (beginning, middle, and end) of a 15-week field experienc…
On the outcomes of teacher wellbeing
The results of this review highlight the significant relationship of teacher wellbeing with several factors and desirable outcomes, including teachers' sleep quality, teacher retention, teacher-student relationships, and student outcomes. However, only a few of the included studies employed methodologies that support causal interpretations of these effects. In light of the present findings, this paper offers three main recommendations to support …
Witnessing well-being in action
Social cognitive theory posits that observing others’ behavior can influence our thinking, behavior, and learning. The present study examines whether this principle also applies to teacher well-being. It investigates whether student teachers’ well-being is linked to the well-being of in-service teachers they closely observe during field experiences. For that purpose, 222 student teachers were assigned to conduct three classroom observations of th…
Creating meaningful field experiences
The successful learning and professional development of student teachers in field experiences depend on the conditions at the individual practicum school. As a consequence, researchers have investigated the relevance of various contextual factors (e.g. mentoring) and ways of improving them (e.g. mentor training). Whether and to what avail student teachers take an active role in adapting the conditions of field experiences to their needs has, howe…
Interventions fostering well-being of schoolteachers
Schoolteachers’ well-being is considered an important factor for the functioning and efficacy of school systems around the globe and as a major driver of school development. Evidence suggests that teacher well-being can benefit from tailor-made intervention programmes. Thus, scientifically tested well-being programmes are of great interest for individual teachers (e.g. from a self-help perspective) as well as for school administrators and policy …
Towards a better understanding of psychological needs of student teachers during field experiences
Field experiences aim at immersing student teachers in authentic work tasks and conditions of teachers. However, specific psychological needs of the teaching workforce are not considered when studying the fulfilment of student teachers’ psychological needs. This paper proposes a four-dimensional theoretical framework incorporating both basic and specific psychological needs. A diary study is presented, which measures the fulfilment of the hypothe…
Kompetenzen von Lehrpersonen im Bereich Berufsorientierung
Kompetenzen von Lehrpersonen im Bereich Berufsorientierung
Towards a better understanding of psychological needs of student teachers during field experiences
Field experiences aim at immersing student teachers in authentic work tasks and conditions of teachers. However, specific psychological needs of the teaching workforce are not considered when studying the fulfilment of student teachers’ psychological needs. This paper proposes a four-dimensional theoretical framework incorporating both basic and specific psychological needs. A diary study is presented, which measures the fulfilment of the hypothe…
Interventions fostering well-being of schoolteachers
Schoolteachers’ well-being is considered an important factor for the functioning and efficacy of school systems around the globe and as a major driver of school development. Evidence suggests that teacher well-being can benefit from tailor-made intervention programmes. Thus, scientifically tested well-being programmes are of great interest for individual teachers (e.g. from a self-help perspective) as well as for school administrators and policy …
On the outcomes of teacher wellbeing
The results of this review highlight the significant relationship of teacher wellbeing with several factors and desirable outcomes, including teachers' sleep quality, teacher retention, teacher-student relationships, and student outcomes. However, only a few of the included studies employed methodologies that support causal interpretations of these effects. In light of the present findings, this paper offers three main recommendations to support …
Witnessing well-being in action
Social cognitive theory posits that observing others’ behavior can influence our thinking, behavior, and learning. The present study examines whether this principle also applies to teacher well-being. It investigates whether student teachers’ well-being is linked to the well-being of in-service teachers they closely observe during field experiences. For that purpose, 222 student teachers were assigned to conduct three classroom observations of th…
Creating meaningful field experiences
The successful learning and professional development of student teachers in field experiences depend on the conditions at the individual practicum school. As a consequence, researchers have investigated the relevance of various contextual factors (e.g. mentoring) and ways of improving them (e.g. mentor training). Whether and to what avail student teachers take an active role in adapting the conditions of field experiences to their needs has, howe…
Teachers’ well-being and job satisfaction
With teacher shortages around the world and high attrition rates in some countries, teachers who experience high job satisfaction offer solid support for school systems as they are healthier, more productive and more likely to retain their job in the long term. This study sheds light on the relationship between job-related well-being and job satisfaction. It investigates the extent to which the well-being domains of (P) positive emotions, (E) eng…
How student teachers feel during field experiences
Since student teachers’ emotions during field experiences are highly relevant to their overall learning and professional development, they are worthy of closer investigation. Thus, based on longitudinal data and co-occurrence network analyses, this study determines whether and how often positive and negative emotions co-occur among a sample of student teachers at three different timepoints (beginning, middle, and end) of a 15-week field experienc…
The impact of mentor support and high-quality connections on student teachers’ psychological safety and engagement during practicum
Introduction Teaching is a social profession, and learning to become a teacher involves social interactions. Previous research has predominantly focused on the role of mentor support when investigating the social support of student teachers during field experiences in teacher education. Much less attention has been paid to the social interactions that take place outside the mentor pairing between student teachers and other co-workers at practicum…
Building reliable teacher education systems
Initial teacher education often struggles to reliably prepare novice teachers for the complexity, uncertainty, and responsibility of classroom practice. Persistent problems, such as practice shock, early-career attrition, and inequitable learning outcomes, indicate that existing preparation systems are only partially effective. This conceptual cross-professional article examines teacher education through the lens of high-reliability organizations…
Moments that matter
Practical experiences during teacher education significantly impact student teachers’ well-being, yet little is known about the specific incidents that trigger changes. Drawing on data from student teachers in Germany, this study examined 567 critical incidents reported by 146 participants over six weeks of their 15-week practicum to understand how these moments shape well-being. The findings reveal that positive experiences were more frequent an…
Psychology (7 works) · Teacher Education and Leadership Studies (6 works) · Mathematics education (5 works) · Motivation and Self-Concept in Sports (4 works) · Teacher education (4 works) · Computer Science (3 works) · Medicine (3 works) · Pedagogy (3 works) · Practicum (3 works) · Social Psychology (3 works)