Ricardo Böheim
Biographic Data
| ID | 6510119 |
|---|---|
| NAME | Ricardo Böheim |
| GIVEN NAMES | Ricardo |
| FAMILY NAME | Böheim |
| SIGNATURE | BÖHEIM R |
| AFFILIATIONS | Technical University of Munich |
| ORCID | 0000-0002-2905-848X |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Exploring cognitive processes of professional vision
Supportive teachers, active students
Students with and without migration backgrounds differ in terms of their achievement. One approach to reducing the gap between the two groups may be through equal participation in classroom discourse. Here, supportive teaching behavior can be particularly important for promoting student participation. Especially teacher support after a student has made a mistake, the so-called error culture in the classroom, could pave the way for students to bec…
Guiding attention in the classroom
BackgroundTeachers' goals play an important role in teaching quality and student outcomes. However, the processes through which this aspect of teacher motivation translates into specific teaching behaviours remain unclear.AimsThis study investigates how goals directed at students and the classroom are associated with visual information processing of classroom events, aiming to link teacher motivation with professional vision.SampleThe study invol…
A longitudinal study of student hand raising
Signaling cues and focused prompts for professional vision support
In teacher education, video representations of practice offer a motivating means for applying conceptual teaching knowledge toward real-world settings. With video analysis, preservice teachers can begin cultivating professional vision skills through noticing and reasoning about presented core teaching practices. However, with novices’ limited prior knowledge and experience, processing transient information from video can be challenging. Multimedi…
How is the design of teacher professional development related to teacher learning about classroom discourse? Findings from a one-year intervention study
Promoting teachers to lead classroom discourse effectively is a relevant topic for teacher professional development worldwide. This study compares the impacts of two teacher professional development programmes that aim to support teachers in their classroom discourse practices. In one programme, an adaptive and practitioner-led approach was applied, while in the other programme, a more specified and direct instructional approach was implemented. …
Keeping track in classroom discourse
This article adds to the understanding of teachers' professional vision by analyzing their gaze in an instructional situation of whole-class discourse using on-action eye-tracking data. We investigated the relationship between pre-service and in-service teachers' attentional processes and students' hand-raising behavior. We found that teachers' attentional processes were positively related to the number of hand-raisings, and that in-service teach…
How changes in teachers' dialogic discourse practice relate to changes in students' activation, motivation and cognitive engagement
Acknowledging teachers’ individual starting conditions and zones of development in the course of professional development
Guiding attention in the classroom
BackgroundTeachers' goals play an important role in teaching quality and student outcomes. However, the processes through which this aspect of teacher motivation translates into specific teaching behaviours remain unclear.AimsThis study investigates how goals directed at students and the classroom are associated with visual information processing of classroom events, aiming to link teacher motivation with professional vision.SampleThe study invol…
Acknowledging teachers’ individual starting conditions and zones of development in the course of professional development
Keeping track in classroom discourse
This article adds to the understanding of teachers' professional vision by analyzing their gaze in an instructional situation of whole-class discourse using on-action eye-tracking data. We investigated the relationship between pre-service and in-service teachers' attentional processes and students' hand-raising behavior. We found that teachers' attentional processes were positively related to the number of hand-raisings, and that in-service teach…
How changes in teachers' dialogic discourse practice relate to changes in students' activation, motivation and cognitive engagement
Acknowledging teachers’ individual starting conditions and zones of development in the course of professional development
How is the design of teacher professional development related to teacher learning about classroom discourse? Findings from a one-year intervention study
Promoting teachers to lead classroom discourse effectively is a relevant topic for teacher professional development worldwide. This study compares the impacts of two teacher professional development programmes that aim to support teachers in their classroom discourse practices. In one programme, an adaptive and practitioner-led approach was applied, while in the other programme, a more specified and direct instructional approach was implemented. …
Keeping track in classroom discourse
This article adds to the understanding of teachers' professional vision by analyzing their gaze in an instructional situation of whole-class discourse using on-action eye-tracking data. We investigated the relationship between pre-service and in-service teachers' attentional processes and students' hand-raising behavior. We found that teachers' attentional processes were positively related to the number of hand-raisings, and that in-service teach…
A longitudinal study of student hand raising
Signaling cues and focused prompts for professional vision support
In teacher education, video representations of practice offer a motivating means for applying conceptual teaching knowledge toward real-world settings. With video analysis, preservice teachers can begin cultivating professional vision skills through noticing and reasoning about presented core teaching practices. However, with novices’ limited prior knowledge and experience, processing transient information from video can be challenging. Multimedi…
Supportive teachers, active students
Students with and without migration backgrounds differ in terms of their achievement. One approach to reducing the gap between the two groups may be through equal participation in classroom discourse. Here, supportive teaching behavior can be particularly important for promoting student participation. Especially teacher support after a student has made a mistake, the so-called error culture in the classroom, could pave the way for students to bec…
Guiding attention in the classroom
BackgroundTeachers' goals play an important role in teaching quality and student outcomes. However, the processes through which this aspect of teacher motivation translates into specific teaching behaviours remain unclear.AimsThis study investigates how goals directed at students and the classroom are associated with visual information processing of classroom events, aiming to link teacher motivation with professional vision.SampleThe study invol…
Exploring cognitive processes of professional vision
Pedagogy (8 works) · Psychology (8 works) · Mathematics education (6 works) · Cognition (5 works) · Visual and Cognitive Learning Processes (4 works) · Innovative Teaching and Learning Methods (3 works) · Professional development (3 works) · Visual attention (3 works) · Cognitive psychology (2 works) · Computer Science (2 works)