Bock, T., Thomm, E., Bauer, J. & Gold, B. (2024). Fostering student teachers’ research-based knowledge of effective feedback. European Journal of Teacher Education, 47(2), 389-407. doi: 10.1080/02619768.2024.2338841
Gold, B., Thomm, E., & Bauer, J. (2024). Using the Theory of Planned Behaviour to predict pre-service teachers’ preferences for scientific sources. British Journal of Educational Psychology, 94, 216–230. https://doi.org/10.1111/bjep.12643
Müller, M. & Gold, B. (2023). Videobasierte Erfassung wissensbasierten Verarbeitens als Teilprozess der professionellen Unterrichtswahrnehmung – Analyse eines geschlossenen und offenen Verfahrens. Zeitschrift für Erziehungswissenschaft, 26(1), 7-29. https://doi.org/10.1007/s11618-022-01128-6
Wedde, S., Busse, A., Bosse, D., & Gold, B. (2023). Comparing teaching examples: Effects on the solution quality and learning outcomes of student teachers' professional vision of classroom management. Frontiers in Education, 8. doi: 10.3389/feduc.2023.1257681
Gold, B., Pfirrmann, C., & Holodynski, M. (2021). Promoting professional vision of classroom management through different analytic perspectives in video-based learning environments. Journal of Teacher Education, 72(4), 31–447. https://doi.org/10.1177/002248712096368
Gold, B., & Windscheid, J. (2020). Observing 360-degree classroom videos–Effects of video type on presence, emotions, workload, classroom observations, and ratings of teaching quality. Computers & Education, 156, 103960. https://doi.org/10.1016/j.compedu.2020.103960
More publications: https://iads.ep.tu-dortmund.de/bernadette-gold/
