Katharina Neuber
Biographic Data
| ID | 6176312 |
|---|---|
| NAME | Katharina Neuber |
| GIVEN NAMES | Katharina |
| FAMILY NAME | Neuber |
| SIGNATURE | NEUBER K |
| AFFILIATIONS | University of Duisburg-Essen |
| ORCID | 0000-0002-7421-0823 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
When theory becomes practice – potentials and constraints of simulation-based core practice trainings in teacher education
Background Simulation-based learning is increasingly becoming a subject of educational research, attributed with the potential to combine theory and practice. This method shifts the focus from theoretical knowledge to performing profession-specific core practices which are theoretically sound and at the same time focus on the requirements of teaching. Although studies provide valuable insights into how simulation-based settings at universities sh…
What Role Does Occupational Well-Being During Practical Field Experiences Play in Pre-Service Teachers’ Career-Oriented Reflections
Background: Practical field experiences (PFEs) in teacher education aim to foster pre-service teachers’ career-oriented reflection processes. Although aspects of occupational well-being are thought to shape reflection, empirical evidence remains limited. This study investigated how different facets of occupational well-being—including positive and negative affect as well as job satisfaction—predict distinct dimensions of pre-service teachers’ car…
Appreciation of multilingual teaching activities by secondary school students in Germany
Recognising and appreciating linguistic diversity and different cultural identities is an important educational goal for the development of our societies [Council of Europe 2007. From Linguistic Diversity to Plurilingual Education: Guide for the Development of Language Education Policies in Europe. Council of Europe Publishing; 2020. Common European Framework of Reference for Languages: Learning, Teaching, Assessment – Companion Volume. Council o…
Self-Efficacy in Online Teaching during the Immediate Transition from Conventional to Online Teaching in German and Argentinian Universities—The Relevance of Institutional Support and Individual Chara…
Triggered by the spread of the Coronavirus and the lockdown of universities in spring 2020, universities were required to provide infrastructure for digital teaching within a very short time. Further, all university members needed to develop knowledge and skills for teaching online. This paper presents data from the cross-cultural CRTS-Study (Coronavirus-Related Teaching Situation Study), which compares the experiences, attitudes and needs of uni…
Selbstbezug in videobasierten Unterrichtsreflexionen von Lehramtsstudierenden im Bachelor
Die Reflexion von Unterrichtsvideos hat sich als wichtiges Instrument zur Verbindung von Theorie und Praxis im Lehramtsstudium etabliert. Videos ermöglichen es, Unterrichtssituationen theoriebasiert zu analysieren, d. h. Lehrhandlungen und deren Folgen zu beschreiben, zu interpretieren und ggf. Handlungsalternativen zu entwickeln. Sie erlauben eine Art stellvertretende Erfahrung, die einer anschließenden Reflexion zugänglich ist. Neben den genann…
Videobasierte Reflexion von klassenführungsspezifischen Ereignissen – Welche Rolle spielen Wissen und Reflexionsbereitschaft von Lehramtsstudierenden
Die Reflexion über Klassenführung als Basisdimension guten Unterrichts ist von entscheidender Bedeutung für die Professionalisierung von Lehrkräften. Dabei stellt sich die Frage, welche Rolle reflexionsbezogene Dispositionen (Wissen und Reflexionsbereitschaft) für die Qualität reflexionsbezogener Denkprozesse (Wahrnehmung und wissensgesteuerte Verarbeitung) mit dem Fokus auf Klassenführung spielen. In der vorliegenden Studie wurde dieser Zusammen…
Verändern sich reflexionsbezogene Einstellungen von Studierenden nach der Nutzung von Schülerrückmeldungen im Praxissemester? Befunde einer Interventionsstudie
Die Reflexion eigenen Unterrichts ist ein zentraler Bestandteil der schulpraktischen Lehrerinnnen- und Lehrerausbildung. Die Rückmeldungen von Schülerinnen und Schülern zum Unterricht können für diese Reflexion genutzt werden, da sie die Wahrnehmung der angehenden Lehrpersonen auf den Unterricht sinnvoll ergänzen können. Bislang werden Schülerrückmeldungen zum Unterricht jedoch nur selten in der Lehrpersonenausbildung eingesetzt. Die vorliegende …
The relevance of collegial video-based reflection on teaching for the development of reflection-related attitudes
The paper presents results from a quasi-experimental study which explores collegial video-based reflection on teaching of pre-service teachers (N = 83; 54 female (65.1%); Mage = 24.64), during their practical semester in a teacher education program in Germany. Findings reveal an improvement in attitudes toward reflection on teaching in general. An improvement in attitudes toward feedback and video-based reflection was achieved in the intervention…
Appreciation of multilingual teaching activities by secondary school students in Germany
Recognising and appreciating linguistic diversity and different cultural identities is an important educational goal for the development of our societies [Council of Europe 2007. From Linguistic Diversity to Plurilingual Education: Guide for the Development of Language Education Policies in Europe. Council of Europe Publishing; 2020. Common European Framework of Reference for Languages: Learning, Teaching, Assessment – Companion Volume. Council o…
Verändern sich reflexionsbezogene Einstellungen von Studierenden nach der Nutzung von Schülerrückmeldungen im Praxissemester? Befunde einer Interventionsstudie
Die Reflexion eigenen Unterrichts ist ein zentraler Bestandteil der schulpraktischen Lehrerinnnen- und Lehrerausbildung. Die Rückmeldungen von Schülerinnen und Schülern zum Unterricht können für diese Reflexion genutzt werden, da sie die Wahrnehmung der angehenden Lehrpersonen auf den Unterricht sinnvoll ergänzen können. Bislang werden Schülerrückmeldungen zum Unterricht jedoch nur selten in der Lehrpersonenausbildung eingesetzt. Die vorliegende …
The relevance of collegial video-based reflection on teaching for the development of reflection-related attitudes
The paper presents results from a quasi-experimental study which explores collegial video-based reflection on teaching of pre-service teachers (N = 83; 54 female (65.1%); Mage = 24.64), during their practical semester in a teacher education program in Germany. Findings reveal an improvement in attitudes toward reflection on teaching in general. An improvement in attitudes toward feedback and video-based reflection was achieved in the intervention…
Self-Efficacy in Online Teaching during the Immediate Transition from Conventional to Online Teaching in German and Argentinian Universities—The Relevance of Institutional Support and Individual Chara…
Triggered by the spread of the Coronavirus and the lockdown of universities in spring 2020, universities were required to provide infrastructure for digital teaching within a very short time. Further, all university members needed to develop knowledge and skills for teaching online. This paper presents data from the cross-cultural CRTS-Study (Coronavirus-Related Teaching Situation Study), which compares the experiences, attitudes and needs of uni…
Selbstbezug in videobasierten Unterrichtsreflexionen von Lehramtsstudierenden im Bachelor
Die Reflexion von Unterrichtsvideos hat sich als wichtiges Instrument zur Verbindung von Theorie und Praxis im Lehramtsstudium etabliert. Videos ermöglichen es, Unterrichtssituationen theoriebasiert zu analysieren, d. h. Lehrhandlungen und deren Folgen zu beschreiben, zu interpretieren und ggf. Handlungsalternativen zu entwickeln. Sie erlauben eine Art stellvertretende Erfahrung, die einer anschließenden Reflexion zugänglich ist. Neben den genann…
Videobasierte Reflexion von klassenführungsspezifischen Ereignissen – Welche Rolle spielen Wissen und Reflexionsbereitschaft von Lehramtsstudierenden
Die Reflexion über Klassenführung als Basisdimension guten Unterrichts ist von entscheidender Bedeutung für die Professionalisierung von Lehrkräften. Dabei stellt sich die Frage, welche Rolle reflexionsbezogene Dispositionen (Wissen und Reflexionsbereitschaft) für die Qualität reflexionsbezogener Denkprozesse (Wahrnehmung und wissensgesteuerte Verarbeitung) mit dem Fokus auf Klassenführung spielen. In der vorliegenden Studie wurde dieser Zusammen…
What Role Does Occupational Well-Being During Practical Field Experiences Play in Pre-Service Teachers’ Career-Oriented Reflections
Background: Practical field experiences (PFEs) in teacher education aim to foster pre-service teachers’ career-oriented reflection processes. Although aspects of occupational well-being are thought to shape reflection, empirical evidence remains limited. This study investigated how different facets of occupational well-being—including positive and negative affect as well as job satisfaction—predict distinct dimensions of pre-service teachers’ car…
Appreciation of multilingual teaching activities by secondary school students in Germany
Recognising and appreciating linguistic diversity and different cultural identities is an important educational goal for the development of our societies [Council of Europe 2007. From Linguistic Diversity to Plurilingual Education: Guide for the Development of Language Education Policies in Europe. Council of Europe Publishing; 2020. Common European Framework of Reference for Languages: Learning, Teaching, Assessment – Companion Volume. Council o…
When theory becomes practice – potentials and constraints of simulation-based core practice trainings in teacher education
Background Simulation-based learning is increasingly becoming a subject of educational research, attributed with the potential to combine theory and practice. This method shifts the focus from theoretical knowledge to performing profession-specific core practices which are theoretically sound and at the same time focus on the requirements of teaching. Although studies provide valuable insights into how simulation-based settings at universities sh…
Psychology (5 works) · Political science (4 works) · Teacher Education and Leadership Studies (4 works) · Computer Science (3 works) · German (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Reflective Practices in Education (3 works) · Education Methods and Technologies (2 works) · Humanities (2 works)