Maralena Weil
Biographic Data
| ID | 6510121 |
|---|---|
| NAME | Maralena Weil |
| GIVEN NAMES | Maralena |
| FAMILY NAME | Weil |
| SIGNATURE | WEIL M |
| AFFILIATIONS | Technical University of Munich |
| ORCID | 0000-0002-6549-5409 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
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. …
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
Opening ‘windows’ for teachers to change classroom discourse
Opening ‘windows’ for teachers to change classroom discourse
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. …
Pedagogy (4 works) · Psychology (4 works) · Mathematics education (3 works) · Discourse analysis (2 works) · Faculty Development (2 works) · Innovative Teaching and Learning Methods (2 works) · Linguistics (2 works) · Professional development (2 works) · Teacher Education and Leadership Studies (2 works) · Autonomy (1 works)