The following questions are at the heart of research into interdisciplinary teaching, learning and school development: What is the best possible way to support pupils in their cognitive and motivational-emotional development? How can teaching contribute to this? How can prospective teachers learn the necessary professional skills for this? As many different factors are important in teaching and learning, we take educational, psychological, sociological and didactic perspectives into account.
Main research areas and selected publications
Assessment and promotion of professional competences of (prospective) teachers
Westphal, A., Richter, E., Lazarides, R., & Huang, Y. (2024). More I-talk in student teachers’ written reflections indicates higher stress during VR teaching. Computers & Education, 212, 104987. https://doi.org/10.1016/j.compedu.2024.104987
Academic success, lesson-related self-efficacy and self-regulatory skills
Westphal, A., Schulze, A., Schlesier, J., & Lohse-Bossenz, H. (2024). Who thinks about dropping out and why? Cognitive and affective-motivational profiles of student teachers explain differences in their intention to quit their teaching degree. Teaching and Teacher Education, 150, 104718. https://doi.org/10.1016/j.tate.2024.104718
Diagnostic competences of teachers
Westphal, A. (2024). Pädagogische Professionalität von Lehrkräften beim Beurteilen von Schülerleistungen: Ein Forschungsüberblick aus kompetenztheoretischer Perspektive. Pädagogische Rundschau, 78(5), 579-591. https://doi.org/10.3726/PR052024.0047
Empirical teaching and school development research with consideration of heterogeneity
Kalinowski, E.*, Westphal, A.*, Jurczok, A., & Vock, M. (2024). The essential role of teacher self-efficacy and enthusiasm for differentiated instruction. Teaching and Teacher Education, 148, 104663. https://doi.org/10.1016/j.tate.2024.104663 *Shared first authorship.
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