Anna Weißbach
Biographic Data
| ID | 9635571 |
|---|---|
| NAME | Anna Weißbach |
| GIVEN NAMES | Anna |
| FAMILY NAME | Weißbach |
| SIGNATURE | WEIßBACH A |
| AFFILIATIONS | University of Bremen |
| ORCID | 0000-0003-1183-971X |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Exploring physics teachers’ views on physics education research
The gap between theory and practice is well-documented in educational research. Physics teachers’ willingness to apply research findings in practice may be influenced by a sceptical attitude towards science education research. This study explores physics teachers’ perspectives on science education research, with a particular focus on potential scepticism towards the discipline. A two-step mixed-methods approach was employed: (1) Interviews with a…
How authenticity impacts validity
Based on a literature review of studies on teachers’ professional competence and related assessment tools, this paper introduces a model of teacher education assessment. It is influenced by Miller’s (1990) framework of assessment in medical education and includes, among other aspects, performance assessments. This model is used to understand the potential effects of transferring assessment tools into a digital format with assessment feedback. Fiv…
Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience
The process of reflection is assumed to be important for developing professional knowledge through practical experience in science teaching. However, this claim requires more evidence, based on a clear definition of reflection. The main goal of the present study is to explore how reflection skills influence the development of professional knowledge gained through teaching experience. Before and after a five-month field experience, we have measure…
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Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience
The process of reflection is assumed to be important for developing professional knowledge through practical experience in science teaching. However, this claim requires more evidence, based on a clear definition of reflection. The main goal of the present study is to explore how reflection skills influence the development of professional knowledge gained through teaching experience. Before and after a five-month field experience, we have measure…
How authenticity impacts validity
Based on a literature review of studies on teachers’ professional competence and related assessment tools, this paper introduces a model of teacher education assessment. It is influenced by Miller’s (1990) framework of assessment in medical education and includes, among other aspects, performance assessments. This model is used to understand the potential effects of transferring assessment tools into a digital format with assessment feedback. Fiv…
Exploring physics teachers’ views on physics education research
The gap between theory and practice is well-documented in educational research. Physics teachers’ willingness to apply research findings in practice may be influenced by a sceptical attitude towards science education research. This study explores physics teachers’ perspectives on science education research, with a particular focus on potential scepticism towards the discipline. A two-step mixed-methods approach was employed: (1) Interviews with a…
Computer Science (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Science education (2 works) · Authentic assessment (1 works) · Curriculum (1 works) · Education, Psychology, and Complexity Research (1 works) · Educational assessment (1 works) · Educational Research and Pedagogy (1 works)