'He Who Can, Does; He Who Cannot, Teaches?': Stereotype Threat and Preservice Teachers

谁能做到，谁就做到；

• 批准号: 401047935
• 负责人: Professor Dr. Jens Möller
• 金额: --
• 依托单位: Fakultät für Psychologie
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2018
• 资助国家: 德国
• 起止时间: 2017-12-31 至 2022-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/401047935?language=en
• 关键词: He; Who; Does; Cannot; Teaches

Recently our study, published in the "Journal of Educational Psychology", showed evidence for negative (paternalistic) stereotypes of prospective teachers at university which undermine the cognitive performance of prospective teachers. The proposed project is meant to investigate a) the stereotypic differences between different teaching certificates (Primarschule, Sekundarstufen I and II) and subjects, b) whether stereotype threat undermines not only basic cognitive processes, but also the acquisition and reproduction of prospective teachers professional knowledge during university courses, c) what the longitudinal motivational consequences of stereotype threat against prospective teachers are, and d) whether the negative consequences of stereotype threat can be minimized by psychoeducational interventions.

最近我们发表在《教育心理学杂志》上的研究表明，对大学未来教师的负面（家长式）刻板印象会破坏未来教师的认知表现。本研究旨在探讨a)不同教师资格证（小学、中学、二级）和科目之间的刻板印象差异；b)刻板印象威胁是否不仅破坏了基本认知过程，而且还破坏了大学课程中准教师专业知识的获取和再生产；c)刻板印象威胁对准教师的纵向动机后果是什么。d)是否可以通过心理教育干预最小化刻板印象威胁的负面影响。