Matthias Krepf
Biographic Data
| ID | 9587934 |
|---|---|
| NAME | Matthias Krepf |
| GIVEN NAMES | Matthias |
| FAMILY NAME | Krepf |
| SIGNATURE | KREPF M |
| AFFILIATIONS | University of Cologne |
| ORCID | 0000-0002-2038-9303 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Development of student teachers’ research competence in the context of research-based learning
Research competence is a central foundation of teachers’ professional practice and, thus, an essential goal of teacher education. Research-based learning (RBL) in the context of the long-term practicum offers a learning opportunity for student teachers to develop their research competence by planning and conducting their own research projects. However, student teachers often perceive research methods as challenging and lack the motivation to enga…
Structuring the lesson
Lesson planning is a challenge for teachers. However, the measurement and modelling of teachers’ competence to plan lessons has received little attention. Especially, the question of which aspects are of central importance remains largely unresolved. The study aims to measure the challenge of structuring a lesson as an aspect of the situation-specific ability of lesson planning competence. To this end, we developed a standardised method for analy…
How to promote student teachers’ research knowledge and skills online
Promoting research knowledge and skills (RKS) is an important task of teacher training programmes. One way of fostering RKS is through research-based learning (RBL). However, student teachers often struggle with the acquisition of RKS and do not benefit from RBL like students of other study programmes. This paper suggests e-learning as one part of the solution to support the design of courses that prepare students for conducting research projects…
Structuring lessons as an aspect of pre-service teachers’ planning competence
Lesson planning is an essential part of teachers’ daily work. In this study, we focus on structuring as an aspect of lesson planning, which generally can be defined as a clear, recognizable organization of instruction into individual phases and segments in which the teacher gradually builds up the complexity of the knowledge to be acquired and ensures a smooth flow of instruction through appropriate sequencing. In a previous study (Krepf and Köni…
No prominent works on this page.
Structuring lessons as an aspect of pre-service teachers’ planning competence
Lesson planning is an essential part of teachers’ daily work. In this study, we focus on structuring as an aspect of lesson planning, which generally can be defined as a clear, recognizable organization of instruction into individual phases and segments in which the teacher gradually builds up the complexity of the knowledge to be acquired and ensures a smooth flow of instruction through appropriate sequencing. In a previous study (Krepf and Köni…
Structuring the lesson
Lesson planning is a challenge for teachers. However, the measurement and modelling of teachers’ competence to plan lessons has received little attention. Especially, the question of which aspects are of central importance remains largely unresolved. The study aims to measure the challenge of structuring a lesson as an aspect of the situation-specific ability of lesson planning competence. To this end, we developed a standardised method for analy…
How to promote student teachers’ research knowledge and skills online
Promoting research knowledge and skills (RKS) is an important task of teacher training programmes. One way of fostering RKS is through research-based learning (RBL). However, student teachers often struggle with the acquisition of RKS and do not benefit from RBL like students of other study programmes. This paper suggests e-learning as one part of the solution to support the design of courses that prepare students for conducting research projects…
Development of student teachers’ research competence in the context of research-based learning
Research competence is a central foundation of teachers’ professional practice and, thus, an essential goal of teacher education. Research-based learning (RBL) in the context of the long-term practicum offers a learning opportunity for student teachers to develop their research competence by planning and conducting their own research projects. However, student teachers often perceive research methods as challenging and lack the motivation to enga…
Educational Assessment and Improvement (3 works) · Innovative Teaching and Learning Methods (3 works) · Mathematics education (3 works) · Psychology (3 works) · Teacher Education and Leadership Studies (3 works) · Computer Science (2 works) · Pedagogy (2 works) · Social Psychology (2 works) · Structuring (2 works) · Content analysis (1 work)