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

最近，我们的研究发表在“教育心理学杂志”上，显示了大学未来教师的负面（家长式）刻板印象的证据，这些刻板印象破坏了未来教师的认知表现。拟议的项目旨在调查a）不同教学证书之间的陈规定型差异（小学，Sekundarstufen I和II）和被试，B）刻板印象威胁是否不仅破坏了基本的认知过程，而且破坏了未来教师在大学课程中专业知识的获得和再生产，c）刻板印象威胁对未来教师的纵向动机后果是什么，心理教育干预能否最大限度地减少刻板印象威胁的负面影响。

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.