Pre-service teachers’ personal epistemic beliefs and the beliefs they assume their pupils to have

In their workaday life, teachers are faced with multiple complex tasks. How they carry out these tasks is also influenced by their epistemic beliefs and the beliefs they assume their pupils hold. In an empirical study, pre-service teachers’ epistemic beliefs and those they assume of their pupils were investigated in the setting of teacher education for vocational schools in Germany. Results of the empirical study point at significant inconsistencies between pre-service teachers’ beliefs, the beliefs they assume of their pupils and beliefs conducive to the curricular and didactic concept preferred for vocational schools. Partly, these inconsistencies can be explained by pre-service teachers’ learning experiences in school and university. It seems important that the education of teachers in vocational education aims at scaffolding pre-service teachers in developing beliefs that are conducive for their future profession.     

The Rivalry of Nonverbal Cues on the Perception of Politicians by Television Viewers

The current study examines how a politician's “active” or “passive” nonverbal behavior can influence recipients' perception of his/her image in TV talk shows. In addition, the effects of different host and studio audience reaction shots towards the politician were analyzed. To do so, an experiment with a 2 × 3 × 3 factorial design was conducted (n = 356). The stimulus material was produced in a TV studio. The results indicate a clear influence of a politician's nonverbal behavior style and the TV host's nonverbal reactions on the recipients' image-perception.     

Preservice teachers’ evaluations of students’ achievement development in the context of school-track recommendations

European Journal of Psychology of Education - We experimentally examined whether preservice teachers considered both the gender of primary school students and their development of GPAs, indicated...