Dirk Richter

Full professor

University of Potsdam

Germany

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Dirk Richter is a Full Professor at Universität Potsdam in Germany. His research areas include teacher professional development, digital transformation in education, and the impact of socio-economic factors on teacher distribution. Recent articles explore topics such as adaptive feedback in virtual reality classrooms and the role of social media in providing digital support for educators.

Dirk Richter

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Articles (23)

Enhancing preservice teachers’ noticing via adaptive feedback in a virtual reality classroom

Fortbildungsbeauftragte an Schulen: Eine empirische Untersuchung ihrer Arbeitsbedingungen und Aufgaben

Digital social support among educators in social media: An international comparative study of tweets and replies in #teachertwitter and #twlz

Ungleichheiten in der Lehrkräfteversorgung: Eine Analyse zur Verteilung qualifizierten Lehrpersonals auf Schulen mit unterschiedlicher Schülerschaft und verschiedenen sozio-ökonomischen Kontexten

Comparing quality and engagement in face‐to‐face and online teacher professional development

Teachers’ engagement in online professional development—The interplay of online professional development quality and teacher motivation

Lehrkräftefortbildungen im Kontext digitaler Medien: Welche Bedeutung haben digitalbezogene Fortbildungsthemen für selbsteingeschätzte digitale Kompetenzen und selbstberichtetes digital gestütztes Unterrichtshandeln?

Stichwort: Professionalisierung von Lehrkräften für die digitale Transformation

Long-term changes in teacher beliefs and motivation: Progress, stagnation or regress?

Dimensionen der Prozessqualität von Fortbildungsveranstaltungen für Lehrkräfte

Wissenschaft und Praxis im Dialog für die Gestaltung der digitalen Transformation im schulischen Bildungssystem: der Kompetenzverbund lernen:digital

Subjektive Fortbildungsbedarfe von Lehrkräften an Schulen in herausfordernden Lagen

Longitudinal effects of a professional development program on principals’ leadership practices: results of a baseline latent change score model

Body in motion, attention in focus: A virtual reality study on teachers' movement patterns and noticing

Comparing video and virtual reality as tools for fostering interest and self‐efficacy in classroom management: Results of a pre‐registered experiment

Teacher-reported instructional quality in the context of technology-enhanced teaching: The role of teachers’ digital competence-related beliefs in empowering learners

What makes online professional development effective? The effect of quality characteristics on teachers’ satisfaction and changes in their professional practices

Teachers’ Emotional Exhaustion and Teaching Enthusiasm Before Versus During the COVID-19 Pandemic

Video-based reflection in teacher education: Comparing virtual reality and real classroom videos

Instagram as a platform for teacher collaboration and digital social support

Retention intention and job satisfaction of alternatively certified teachers in their first year of teaching

Class size affects preservice teachers’ physiological and psychological stress reactions: An experiment in a virtual reality classroom

How do traditionally and alternatively certified teachers differ? A comparison of their motives for teaching, their well-being, and their intention to stay in the profession

Collaborators (9)

Jeffrey Paul Carpenter

Mareike Kunter

Yizhen Huang

Charlott Rubach

Thamar Voss

Alexander Gröschner

Katharina Scheiter

Rebecca Lazarides

Eric Richter

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