Raphaela Porsch

Professor of Education

Otto-von-Guericke Universität Magdeburg

Germany

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About

Professor Raphaela Porsch is a faculty member at Otto-von-Guericke University Magdeburg, Germany. Her research areas include measuring teaching quality in primary education, the role of ICT competence beliefs in technology use among educators, and the mentorship roles of teachers during practical study phases. She has contributed to various discussions on educational reforms and their implications for teaching practices and student learning outcomes.

Articles (14)

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2025

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2025

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2024

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2024

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2024

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2024

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2023

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2023

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2023

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2023

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2022

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2022

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2020

Collaborators (4)

Mona Arndt

University of Rostock

GERMANY

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Charlott Rubach

Assistant Professor

University of Rostock

GERMANY

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Timo Gnambs

GERMANY

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Linda Hobbs

Associate Professor of Education (Science Education)

Deakin University

AUSTRALIA

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Raphaela Porsch

Research Interests

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Articles (14)

Herausforderungen in der Messung von Unterrichtsqualität in der Primarstufe: Ein Diskussionsbeitrag

Competence beliefs using technology in school and teaching - How can we use variance and covariance to identify teachers’ profiles?

Exploring the association between non-specialised science teacher rates and student science literacy: an analysis of PISA data across 18 nations

Principal Attitudes towards Out-of-Field Teaching Assignments and Professional Learning Needs

Erratum to: Exploring the link between basic ICT competence beliefs and technology use for student teachers and teachers: A use of bifactor exploratory structural equation models

Lehrkräfte als Mentor*innen in schulpraktischen Studienphasen

Perspektiven der Schulaufsicht auf die Implementation der Ganztagsschulreform in Deutschland. Befunde aus dem Projekt „Beratende Schulaufsicht“ (BeSa)

Professional digital competence beliefs of student teachers, pre-service teachers and teachers: Validating an instrument based on the DigCompEdu framework

Effects of an early start in learning English as a foreign language on reading and listening comprehension in Year 9

Distanz- und Wechselunterricht als Katalysator für schulischen Dropout? Erfahrungen und Wahrnehmungen von Schulleitungen zur Entwicklung und Bearbeitung von Dropout

Exploring the link between basic ICT competence beliefs and technology use for student teachers and teachers: A use of bifactor exploratory structural equation models

Fachfremdes Unterrichten und Schulleitungen: Einstellungen und Maßnahmen zur Unterstützung fachfremd tätiger Lehrkräfte

Mathematikbezogene Prüfungsangst am Grundschulübergang – Welche Rolle spielen elterliches Unterstützungsverhalten und die Übergangsempfehlung?

Teachers’ self‐reported L1 and L2 use and self‐assessed L2 proficiency in primary EFL education

Collaborators (4)

Mona Arndt

Charlott Rubach

Timo Gnambs

Linda Hobbs

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