Elise Richter
Biographic Data
| ID | 743065 |
|---|---|
| NAME | Elise Richter |
| GIVEN NAMES | Elise |
| FAMILY NAME | Richter |
| SIGNATURE | RICHTER E |
| AFFILIATIONS | University of Potsdam |
| ORCID | 0000-0003-3572-2022 |
| VERIFIED | Yes |
| TOTAL WORKS | 32 |
| TOTAL CITATIONS | 24 |
| WORKS AS AUTHOR | 32 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1909 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Unterrichtsqualität und Schülerleistungen in der Grundschule
Um die Unterrichtsversorgung zu sichern, setzen viele Grundschulen in Deutschland Lehrkräfte fach- und schulartfremd oder ohne grundständige Lehramtsausbildung im Unterricht ein. Der vorliegende Beitrag untersucht die Auswirkungen dieses Einsatzes auf die Unterrichtsqualität und die Leistungen der Schüler:innen in der Jahrgangsstufe 4. Auf Basis der Daten des IQB-Bildungstrends 2021 erfolgte basierend auf Daten von N = 26.844 Viertklässler:innen …
Aufgabenprofile von Sprachbildungsbeauftragten und deren Zusammenhang mit individuellen Voraussetzungen und institutionellen Rahmenbedingungen
Die Studie untersucht Aufgabenprofile von Sprachbildungsbeauftragten ( N = 727) an Schulen in Nordrhein-Westfalen unter Berücksichtigung konkreter Tätigkeiten, objektiver Arbeitsbedingungen und subjektiver Arbeitsvoraussetzungen. Vor dem Hintergrund des Konzepts der verteilten Führung wird analysiert, wie Sprachbildungsbeauftragte ihre Funktion im schulischen Alltag ausgestalten und welche Faktoren ihr Handeln beeinflussen. Besonders häufig beric…
Beyond Quality Features, Toward Teacher Needs
While the features of high-quality professional development (PD) have been well-explored, some feature-based PD programs yielded inconsistent teacher engagement, prompting investigations into how these features relate to teacher engagement. Drawing on Self-Determination Theory, this study collected data from 985 German in-service teachers to examine basic psychological needs (BPN) as a mediator between perceived PD quality and teacher engagement.…
Why pre-service teachers do not use social media for professional purposes
Social media can support teachers' informal professional learning, yet professional non-use remains underexamined. This mixed-methods study investigates pre-service teachers’ non-use of social media for professional purposes using the Will–Skill–Tool (WST) framework. In a cross-sectional survey of 147 pre-service teachers, users and non-users are compared on motivation, perceived relevance, and self-assessed skill. A MANOVA indicates significant …
Teachers’ perceived stressors and stress from Instagram use
Many teachers use social media for professional purposes, but the impact of these activities on their well-being is underexplored. In this study, we developed four scales to assess stressors from teachers’ Instagram use and examined their relationship to Instagram-related stress among 304 teachers. Structural equation modeling revealed that information overload, social comparison, and procrastination are associated with teacher stress. Passive In…
Fortbildungsbeauftragte an Schulen
Die Untersuchung beleuchtet im Fokus schulischer Personalentwicklung die Aufgaben von Fortbildungsbeauftragten sowie die objektiven Arbeitsbedingungen und subjektiven Arbeitsvoraussetzungen, die jene Aufgabenausübung prägen. Fortbildungsbeauftragte sind zumeist von Schulleiter:innen beauftragte Lehrkräfte, die Fortbildungen an ihren Schulen planen und durchführen. Welche Aufgaben sie tatsächlich übernehmen ist jedoch oft intransparent. Die Ergebn…
The effects of formal and informal learning opportunities on teachers’ ICT-related attitudes and self-efficacy
The integration of information and communications technology (ICT) in education is increasingly emphasised, with teachers’ attitudes and self-efficacy regarded as pivotal for ICT use. This study explores ICT-related attitudes and self-efficacy among 1608 teachers in Germany. It examines how formal and informal teacher professional development (TPD) activities, along with personal and school characteristics, are associated with these factors. Teac…
Comparing quality and engagement in face‐to‐face and online teacher professional development
In order for teachers to successfully gain new knowledge during professional development (PD), courses must be of high quality and stimulate active involvement from participants. More and more PD courses are taking place online, without clear evidence of whether face‐to‐face and online courses differ in terms of their quality or level of participants' engagement. The present study investigates differences between face‐to‐face and online PD with r…
Profiling Teachers' Motivation for Professional Development
Situated in the context of advanced placement (AP) reform in the United States, we investigated profiles of teachers' motivation for participating in professional development (PD) courses in a two-cohort sample of nt1 = 2,369 and nt2 = 2,170 chemistry teachers via multilevel latent class analysis. In addition, the study investigated to what extent profile membership was related to factors at the teacher, school, and PD levels. Participation in PD…
Ungleichheiten in der Lehrkräfteversorgung
In Deutschland führt der Lehrkräftemangel dazu, dass verstärkt Quer- und Seiteneinsteiger:innen in vielen Bundesländern eingestellt werden und Unterricht fachfremd erteilt wird. Angesichts der steigenden Anteile dieser Personengruppe stellt sich die Frage, welche Schulen von diesen Maßnahmen besonders betroffen sind. Die vorliegende Studie nutzt Daten der amtlichen Schulstatistik eines ostdeutschen Bundeslandes, um die Verteilung von Lehrkräften …
Teachers’ engagement in online professional development—The interplay of online professional development quality and teacher motivation
Effective online teacher professional development (OPD) is crucial to support teachers. The effectiveness of OPD depends on teachers’ engagement. According to offer-use models, teachers’ engagement in OPD relates to the OPD quality and teachers’ motivation to learn. However, whereas OPD activities have increased in recent years, especially during the COVID-19 pandemic, findings on the importance of OPD quality and teachers’ motivation to learn fo…
More I-talk in student teachers’ written reflections indicates higher stress during VR teaching
Digital social support among educators in social media
Measuring the quality of teacher professional development
This study introduces the Teacher Professional Development (TPD) Monitor, an 18-item instrument designed to assess the quality of formal learning opportunities (e.g. courses, workshops), for in-service teachers across all grade levels of general education. By evaluating these opportunities across four critical dimensions—clarity and structure, cognitive activation, collaboration, practical relevance—the TPD Monitor provides a comprehensive framew…
Student teachers as in-service teachers in schools
Teacher shortages have led schools to fill vacant positions with student teachers who are not yet fully qualified but work part-time in schools. When student teachers begin working in the classroom, they face professional challenges that can lead to work-related stress. Drawing on assumptions from the job demands–resources (JD-R) model, we surveyed 172 student teachers in Germany and found that more complex instructional activities (e.g., teachin…
Reflect on your teaching experience
Reflecting on teaching experience is meaningful in teacher education because it enables student teachers to evaluate their professional behaviours in the classroom and to develop new instructional strategies. Little is known, however, about the motivational aspects of the reflection process, such as self-efficacy for reflection. Self-efficacy is an important resource in teacher education which relates negatively to stress and burnout, and positiv…
Body in motion, attention in focus
When people navigate a space to perform tasks, their body and eye movements are closely linked. Within the classroom context, characteristics of teachers' body movements may be related to the noticing of relevant classroom events, in particular, visual attention to student disruptions. In the current study, we investigated this relationship in an immersive virtual reality (IVR) classroom that offered a standardized environment for tracking teache…
Comparing video and virtual reality as tools for fostering interest and self‐efficacy in classroom management
Video is a widely used medium in teacher training for situating student teachers in classroom scenarios. Although the emerging technology of virtual reality (VR) provides similar, and arguably more powerful, capabilities for immersing teachers in lifelike situations, its benefits and risks relative to video formats have received little attention in the research to date. The current study used a randomized pretest–posttest experimental design to e…
Instagram as a platform for teacher collaboration and digital social support
Social media platforms can be sites for professional collaboration and the provision of digital social support among teachers. Instagram is one such platform that is widely used but that has received only limited attention from education researchers. To date, little is known about which teachers use Instagram for collaboration, the ways in which they collaborate, and how this collaboration contributes to their perceptions of digital social suppor…
Video-based reflection in teacher education
Class size affects preservice teachers’ physiological and psychological stress reactions
How do traditionally and alternatively certified teachers differ? A comparison of their motives for teaching, their well-being, and their intention to stay in the profession
This study investigates alternatively certified (AC) teachers’ motives for teaching, their well-being, and their intention to stay in the profession. We conducted multivariate covariance analyses using a large-scale dataset of 446 traditionally certified (TC) teachers and 143 AC teachers at secondary schools in Germany. Findings show that AC teachers reported more frequently than TC teachers that they chose teaching due to social influences and b…
Retention intention and job satisfaction of alternatively certified teachers in their first year of teaching
In this study, we investigated retention intention and job satisfaction of 238 first-year alternatively certified (AC) teachers. Drawing on Organizational Socialization Theory, we tested the hypothesis that AC teacher extraversion and perceived school support are positively related to the two variables and mediated by self-efficacy. To test our hypothesis, we applied structural equation modeling. Our results demonstrate that extraversion and perc…
Who Participates in Content-Focused Teacher Professional Development? Evidence From a Large Scale Study
This study investigates the relationship between teacher quality and teachers’ engagement in professional development (PD) activities using data on 229 German secondary school mathematics teachers. We assessed different aspects of teacher quality (e.g. professional knowledge, instructional quality) using a variety of measures, including standardised tests of teachers’ content knowledge, to determine what characteristics are associated with high p…
Classroom complexity affects student teachers’ behavior in a VR classroom
Retention intention and job satisfaction of alternatively certified teachers in their first year of teaching
In this study, we investigated retention intention and job satisfaction of 238 first-year alternatively certified (AC) teachers. Drawing on Organizational Socialization Theory, we tested the hypothesis that AC teacher extraversion and perceived school support are positively related to the two variables and mediated by self-efficacy. To test our hypothesis, we applied structural equation modeling. Our results demonstrate that extraversion and perc…
Teacher educators’ task perception and its relationship to professional identity and teaching practice
We assessed teacher educators’ task perception and investigated its relationship with components of their professional identity and their teaching practice. Using data from 145 teacher educators, two different task perceptions were found: transmitters and facilitators. Teacher educators who were categorized as facilitator tend to demonstrate higher levels of self-efficacy, job satisfaction, constructivist beliefs about teaching and learning and u…
Profiling Teachers' Motivation for Professional Development
Situated in the context of advanced placement (AP) reform in the United States, we investigated profiles of teachers' motivation for participating in professional development (PD) courses in a two-cohort sample of nt1 = 2,369 and nt2 = 2,170 chemistry teachers via multilevel latent class analysis. In addition, the study investigated to what extent profile membership was related to factors at the teacher, school, and PD levels. Participation in PD…
Four reasons for becoming a teacher educator
We developed a new survey instrument to investigate teacher educators’ motives for entering the profession and examined the associations between motives and job satisfaction and emotional exhaustion in both teachers and teacher educators. Using data from 145 teacher educators instructing in-service teachers, we identified four motives: career aspirations, social contribution, escaping routines, and coincidence. While escaping routines represents …
Student teachers as in-service teachers in schools
Teacher shortages have led schools to fill vacant positions with student teachers who are not yet fully qualified but work part-time in schools. When student teachers begin working in the classroom, they face professional challenges that can lead to work-related stress. Drawing on assumptions from the job demands–resources (JD-R) model, we surveyed 172 student teachers in Germany and found that more complex instructional activities (e.g., teachin…
Kleinere Schriften zur allgemeinen und romanischen Sprachwissenschaft
Zur Entwicklung des reflexiven Ausdrucks im Romanischen.
Ueber die Reihenfolge der Organeinstellungen beim Sprechen
Beiträge zur Geschichte der Romanismen
Kleinere Schriften zur allgemeinen und romanischen Sprachwissenschaft
Zeiten zum beruflichen Lernen
Die Forschung zur Lehrerfortbildung weist darauf hin, dass zeitliche Einschränkungen eine Barriere für die Teilnahme an Fortbildungen darstellen. Insbesondere die Unvereinbarkeit der Arbeitszeit mit dem Zeitpunkt des Fortbildungsangebotes wird von Lehrkräften als hinderlich wahrgenommen. Welche zeitlichen Merkmale das Fortbildungsangebot für Lehrkräfte aufweist und ob diese im Zusammenhang mit der Fortbildungsteilnahme von Lehrkräften stehen, fan…
Who Participates in Content-Focused Teacher Professional Development? Evidence From a Large Scale Study
This study investigates the relationship between teacher quality and teachers’ engagement in professional development (PD) activities using data on 229 German secondary school mathematics teachers. We assessed different aspects of teacher quality (e.g. professional knowledge, instructional quality) using a variety of measures, including standardised tests of teachers’ content knowledge, to determine what characteristics are associated with high p…
Classroom complexity affects student teachers’ behavior in a VR classroom
Teacher educators’ task perception and its relationship to professional identity and teaching practice
We assessed teacher educators’ task perception and investigated its relationship with components of their professional identity and their teaching practice. Using data from 145 teacher educators, two different task perceptions were found: transmitters and facilitators. Teacher educators who were categorized as facilitator tend to demonstrate higher levels of self-efficacy, job satisfaction, constructivist beliefs about teaching and learning and u…
Four reasons for becoming a teacher educator
We developed a new survey instrument to investigate teacher educators’ motives for entering the profession and examined the associations between motives and job satisfaction and emotional exhaustion in both teachers and teacher educators. Using data from 145 teacher educators instructing in-service teachers, we identified four motives: career aspirations, social contribution, escaping routines, and coincidence. While escaping routines represents …
Instagram as a platform for teacher collaboration and digital social support
Social media platforms can be sites for professional collaboration and the provision of digital social support among teachers. Instagram is one such platform that is widely used but that has received only limited attention from education researchers. To date, little is known about which teachers use Instagram for collaboration, the ways in which they collaborate, and how this collaboration contributes to their perceptions of digital social suppor…
Video-based reflection in teacher education
Class size affects preservice teachers’ physiological and psychological stress reactions
How do traditionally and alternatively certified teachers differ? A comparison of their motives for teaching, their well-being, and their intention to stay in the profession
This study investigates alternatively certified (AC) teachers’ motives for teaching, their well-being, and their intention to stay in the profession. We conducted multivariate covariance analyses using a large-scale dataset of 446 traditionally certified (TC) teachers and 143 AC teachers at secondary schools in Germany. Findings show that AC teachers reported more frequently than TC teachers that they chose teaching due to social influences and b…
Retention intention and job satisfaction of alternatively certified teachers in their first year of teaching
In this study, we investigated retention intention and job satisfaction of 238 first-year alternatively certified (AC) teachers. Drawing on Organizational Socialization Theory, we tested the hypothesis that AC teacher extraversion and perceived school support are positively related to the two variables and mediated by self-efficacy. To test our hypothesis, we applied structural equation modeling. Our results demonstrate that extraversion and perc…
Reflect on your teaching experience
Reflecting on teaching experience is meaningful in teacher education because it enables student teachers to evaluate their professional behaviours in the classroom and to develop new instructional strategies. Little is known, however, about the motivational aspects of the reflection process, such as self-efficacy for reflection. Self-efficacy is an important resource in teacher education which relates negatively to stress and burnout, and positiv…
Body in motion, attention in focus
When people navigate a space to perform tasks, their body and eye movements are closely linked. Within the classroom context, characteristics of teachers' body movements may be related to the noticing of relevant classroom events, in particular, visual attention to student disruptions. In the current study, we investigated this relationship in an immersive virtual reality (IVR) classroom that offered a standardized environment for tracking teache…
Comparing video and virtual reality as tools for fostering interest and self‐efficacy in classroom management
Video is a widely used medium in teacher training for situating student teachers in classroom scenarios. Although the emerging technology of virtual reality (VR) provides similar, and arguably more powerful, capabilities for immersing teachers in lifelike situations, its benefits and risks relative to video formats have received little attention in the research to date. The current study used a randomized pretest–posttest experimental design to e…
Ungleichheiten in der Lehrkräfteversorgung
In Deutschland führt der Lehrkräftemangel dazu, dass verstärkt Quer- und Seiteneinsteiger:innen in vielen Bundesländern eingestellt werden und Unterricht fachfremd erteilt wird. Angesichts der steigenden Anteile dieser Personengruppe stellt sich die Frage, welche Schulen von diesen Maßnahmen besonders betroffen sind. Die vorliegende Studie nutzt Daten der amtlichen Schulstatistik eines ostdeutschen Bundeslandes, um die Verteilung von Lehrkräften …
Teachers’ engagement in online professional development—The interplay of online professional development quality and teacher motivation
Effective online teacher professional development (OPD) is crucial to support teachers. The effectiveness of OPD depends on teachers’ engagement. According to offer-use models, teachers’ engagement in OPD relates to the OPD quality and teachers’ motivation to learn. However, whereas OPD activities have increased in recent years, especially during the COVID-19 pandemic, findings on the importance of OPD quality and teachers’ motivation to learn fo…
More I-talk in student teachers’ written reflections indicates higher stress during VR teaching
Digital social support among educators in social media
Measuring the quality of teacher professional development
This study introduces the Teacher Professional Development (TPD) Monitor, an 18-item instrument designed to assess the quality of formal learning opportunities (e.g. courses, workshops), for in-service teachers across all grade levels of general education. By evaluating these opportunities across four critical dimensions—clarity and structure, cognitive activation, collaboration, practical relevance—the TPD Monitor provides a comprehensive framew…
Student teachers as in-service teachers in schools
Teacher shortages have led schools to fill vacant positions with student teachers who are not yet fully qualified but work part-time in schools. When student teachers begin working in the classroom, they face professional challenges that can lead to work-related stress. Drawing on assumptions from the job demands–resources (JD-R) model, we surveyed 172 student teachers in Germany and found that more complex instructional activities (e.g., teachin…
Teachers’ perceived stressors and stress from Instagram use
Many teachers use social media for professional purposes, but the impact of these activities on their well-being is underexplored. In this study, we developed four scales to assess stressors from teachers’ Instagram use and examined their relationship to Instagram-related stress among 304 teachers. Structural equation modeling revealed that information overload, social comparison, and procrastination are associated with teacher stress. Passive In…
Fortbildungsbeauftragte an Schulen
Die Untersuchung beleuchtet im Fokus schulischer Personalentwicklung die Aufgaben von Fortbildungsbeauftragten sowie die objektiven Arbeitsbedingungen und subjektiven Arbeitsvoraussetzungen, die jene Aufgabenausübung prägen. Fortbildungsbeauftragte sind zumeist von Schulleiter:innen beauftragte Lehrkräfte, die Fortbildungen an ihren Schulen planen und durchführen. Welche Aufgaben sie tatsächlich übernehmen ist jedoch oft intransparent. Die Ergebn…
Psychology (17 works) · Mathematics education (14 works) · Professional development (11 works) · Pedagogy (10 works) · Computer Science (9 works) · Motivation and Self-Concept in Sports (9 works) · Teacher Education and Leadership Studies (9 works) · Teacher Professional Development and Motivation (8 works) · Social Psychology (6 works) · Teacher education (6 works)