Artigos com autorizações de acesso público - Prof. Dr. Tina SeidelSaiba mais
23 artigos não disponíveis publicamente
How systematic video reflection in teacher professional development regarding classroom discourse contributes to teacher and student self-efficacy
A Gröschner, AK Schindler, D Holzberger, M Alles, T Seidel
International Journal of Educational Research 90, 223-233, 2018
Autorizações: German Research Foundation
Through the lens of teacher professional development components: the ‘Dialogic Video Cycle’as an innovative program to foster classroom dialogue
A Gröschner, T Seidel, K Kiemer, AK Pehmer
Professional development in education 41 (4), 729-756, 2015
Autorizações: German Research Foundation
Intra-individual differences in developing professional vision: Preservice teachers’ changes in the course of an innovative teacher education program
K Stürmer, T Seidel, D Holzberger
Instructional Science 44, 293-309, 2016
Autorizações: German Research Foundation
Encouraging a career in science: a research review of secondary schools’ effects on students’ STEM orientation
S Reinhold, D Holzberger, T Seidel
Studies in Science Education 54 (1), 69-103, 2018
Autorizações: Federal Ministry of Education and Research, Germany
Fostering and scaffolding student engagement in productive classroom discourse: Teachers' practice changes and reflections in light of teacher professional development
AK Pehmer, A Gröschner, T Seidel
Learning, Culture and Social Interaction 7, 12-27, 2015
Autorizações: German Research Foundation
Establishing a positive learning atmosphere and conversation culture in the context of a video-based teacher learning community
M Alles, T Seidel, A Gröschner
Professional Development in Education 45 (2), 250-263, 2019
Autorizações: German Research Foundation
Student hand-raising as an indicator of behavioral engagement and its role in classroom learning
R Böheim, T Urdan, M Knogler, T Seidel
Contemporary Educational Psychology 62, 101894, 2020
Autorizações: German Research Foundation
Identifying effective teachers: The relation between teaching profiles and students’ development in achievement and enjoyment
D Holzberger, AK Praetorius, T Seidel, M Kunter
European Journal of Psychology of Education 34, 801-823, 2019
Autorizações: German Research Foundation
Exploring student hand-raising across two school subjects using mixed methods: An investigation of an everyday classroom behavior from a motivational perspective
R Böheim, M Knogler, C Kosel, T Seidel
Learning and Instruction 65, 101250, 2020
Autorizações: German Research Foundation
How changes in teachers' dialogic discourse practice relate to changes in students' activation, motivation and cognitive engagement
R Böheim, K Schnitzler, A Gröschner, M Weil, M Knogler, AK Schindler, ...
Learning, Culture and Social Interaction 28, 100450, 2021
Autorizações: German Research Foundation
Is teacher judgment accuracy of students’ characteristics beneficial for verbal teacher-student interactions in classroom?
M Pielmeier, S Huber, T Seidel
Teaching and Teacher Education 76, 255-266, 2018
Autorizações: German Research Foundation
Acknowledging teachers’ individual starting conditions and zones of development in the course of professional development
AK Schindler, T Seidel, R Böheim, M Knogler, M Weil, M Alles, ...
Teaching and Teacher Education 100, 103281, 2021
Autorizações: German Research Foundation
Exploring preservice teachers’ abilities to connect professional knowledge with lesson planning and observation
A Zaragoza, T Seidel, J Hiebert
European Journal of Teacher Education 47 (1), 120-139, 2024
Autorizações: Federal Ministry of Education and Research, Germany
Comparing two constructs for describing and analyzing teachers’ diagnostic processes
M Kramer, C Förtsch, T Seidel, BJ Neuhaus
Studies in Educational Evaluation 68, 100973, 2021
Autorizações: German Research Foundation
Self-underestimating students in physics instruction: Development over a school year and its connection to internal learning processes
SA Huber, J Haeusler, V Jurik, T Seidel
Learning and Individual Differences 43, 83-91, 2015
Autorizações: German Research Foundation
Reflecting on learning from errors in school instruction: Findings and suggestions from a Swiss-German video study
IM Dalehefte, T Seidel, M Prenzel
Human fallibility: The ambiguity of errors for work and learning, 197-213, 2012
Autorizações: Swiss National Science Foundation, German Research Foundation
Opening ‘windows’ for teachers to change classroom discourse
M Weil, T Seidel, AK Schindler, A Gröschner
Learning, Culture and Social Interaction 26, 100425, 2020
Autorizações: German Research Foundation
Profiling secondary school students in mathematics and German language arts using learning-relevant cognitive and motivational-affective characteristics
C Kosel, I Wolter, T Seidel
Learning and Instruction 73, 101434, 2021
Autorizações: Federal Ministry of Education and Research, Germany
Lesson analysis and plan template: scaffolding preservice teachers’ application of professional knowledge to lesson planning
A Zaragoza, T Seidel, R Santagata
Journal of Curriculum Studies 55 (2), 138-152, 2023
Autorizações: Federal Ministry of Education and Research, Germany
Why do students exhibit different attention-related behavior during instruction? Investigating effects of individual and context-dependent determinants
P Goldberg, W Wagner, T Seidel, K Stürmer
Learning and Instruction 83, 101694, 2023
Autorizações: German Research Foundation
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