Kathrin Claudia Hamader
Biographic Data
| ID | 9975665 |
|---|---|
| NAME | Kathrin Claudia Hamader |
| GIVEN NAMES | Kathrin Claudia |
| FAMILY NAME | Hamader |
| SIGNATURE | HAMADER K C |
| AFFILIATIONS | Pädagogische Hochschule Salzburg |
| ORCID | 0009-0008-9918-7173 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Do Talent Beliefs Differ Between In-Service and Pre-Service Teachers
There is limited understanding regarding whether and how teachers’ talent beliefs evolve across career stages. While most prior research conceptualizes talent beliefs across domains, emerging frameworks emphasize field-specific talent beliefs. An established multidimensional model of talent beliefs provides a theoretically grounded structure for capturing these domain-specific perceptions. Yet comparative evidence across teacher career stages rem…
Teachers’ talent beliefs in the domain of verbal giftedness—the questionnaire
Introduction Teachers’ beliefs about their students’ giftedness and talent are relevant to teaching quality and educational processes. Teachers’ beliefs about giftedness have been investigated in mathematics. In our research, we extended this approach to verbal giftedness to examine whether teachers’ beliefs concerning verbal giftedness can be assessed in a manner similar to their talent beliefs in mathematics. Methods To this end, we developed a…
Do Student Teachers Have Domain-Specific Beliefs About Talent? An Intra- and Inter-Individual Comparison
This study examines the nature of talent beliefs among student teachers. As teacher beliefs are linked to disciplinary content and teacher identity, understanding if these beliefs are influenced by specific domains is important to shaping future teacher education. To assess this, 215 student teachers from two Austrian Universities were surveyed, including 43 mathematics and 93 language majors. The results show intra-individual differences for bel…
No prominent works on this page.
Teachers’ talent beliefs in the domain of verbal giftedness—the questionnaire
Introduction Teachers’ beliefs about their students’ giftedness and talent are relevant to teaching quality and educational processes. Teachers’ beliefs about giftedness have been investigated in mathematics. In our research, we extended this approach to verbal giftedness to examine whether teachers’ beliefs concerning verbal giftedness can be assessed in a manner similar to their talent beliefs in mathematics. Methods To this end, we developed a…
Do Student Teachers Have Domain-Specific Beliefs About Talent? An Intra- and Inter-Individual Comparison
This study examines the nature of talent beliefs among student teachers. As teacher beliefs are linked to disciplinary content and teacher identity, understanding if these beliefs are influenced by specific domains is important to shaping future teacher education. To assess this, 215 student teachers from two Austrian Universities were surveyed, including 43 mathematics and 93 language majors. The results show intra-individual differences for bel…
Do Talent Beliefs Differ Between In-Service and Pre-Service Teachers
There is limited understanding regarding whether and how teachers’ talent beliefs evolve across career stages. While most prior research conceptualizes talent beliefs across domains, emerging frameworks emphasize field-specific talent beliefs. An established multidimensional model of talent beliefs provides a theoretically grounded structure for capturing these domain-specific perceptions. Yet comparative evidence across teacher career stages rem…
Education, Achievement, and Giftedness (3 works) · Emotional Intelligence and Performance (2 works) · Mathematics (2 works) · Mathematics education (2 works) · Psychology (2 works) · Applied Psychology (1 works) · Cognitive psychology (1 works) · Computer Science (1 works) · Coursework (1 works) · Discipline (1 works)