PD Dr. habil. Benjamin Dreer-Göthe

Ausgewählte Publikationen:

• Dreer-Goethe (2023). Observing teacher well-being in the classroom: a feasibility study. Practice - Contemporary Issues in Practitioner Education. doi.org/10.1080/25783858.2023.2256644
• Dreer, B. (2023). On the outcomes of teacher wellbeing: a systematic review of research. Frontiers in Psychology. doi.org/10.3389/fpsyg.2023.1205179
• Dreer, B. (2022). Teacher well-being: Investigating the contributions of school climate and job crafting. Cogent Education. doi.org/10.1080/2331186X.2022.2044583
• Dreer, B. & Gouasé, N. (2021). Interventions fostering well-being of schoolteachers: A review of research. Oxford Review of Education. doi.org/10.1080/03054985.2021.2002290
• Dreer, B. (2021) Teachers’ well-being and job satisfaction: the important role of positive emotions in the workplace. Educational Studies, doi.org/10.1080/03055698.2021.1940872
• Dreer, B. (2020). Positive psychological interventions for teachers: a randomised placebo-controlled field experiment investigating the effects of workplace-related positive activities. International Journal of Applied Positive Psychology. doi.org/10.1007/s41042-020-00027-7

Ausgewählte Publikationen:

• Dreer-Goethe, B. (2024). How student teachers feel during field experiences: network analyses regarding the co-occurrence of positive and negative emotions. European Journal of Teacher Education. https://doi.org/10.1080/02619768.2024.2369163
• Dreer-Göthe, B. (2024). Versteckte Profis? Ein Überblick über die Motive, Modellwirkung und Selbstwahrnehmung von Lehrkräftebildner*innen. Lehrerbildung auf dem Prüfstand, 38(1), 5-25.
• Dreer-Goethe, B. (2023). Well-being and mentoring in pre-service teacher education: an integrative literature review. International Journal of Mentoring and Coaching in Education. https://doi.org/10.1108/IJMCE-09-2022-0073 ausgezeichnet mit dem EMERALD Literati Award 2024
• Dreer, B. (2023). Witnessing well-being in action: Observing teacher well-being during field experiences predicts student teacher well-being. Frontiers in Education. doi.org/10.3389/feduc.2023.967905
• Dreer, B. (2022). Creating meaningful field experiences: The application of the job crafting concept to student teachers practical learning. doi.org/10.1080/02607476.2022.2122707
• Dreer, B. (2021). The significance of mentor-mentee relationship quality for student teachers’ well-being and flourishing during practical field experiences: A longitudinal analysis. International Journal of Mentoring and Coaching in Education. doi.org/10.1108/IJMCE-07-2020-0041
• Dreer, B. (2020). Towards a better understanding of psychological needs of student teachers during field experiences. European Journal of Teacher Education. dx.doi.org/10.1080/02619768.2020.1744557
• Dreer, B., Dietrich, J. & Kracke, B. (2017). From in-service teacher development to school improvement: Factors of learning transfer in teacher education. Teacher Development. dx.doi.org/10.1080/13664530.2016.1224774

Ausgewählte Publikationen:

• Dreer, B. & Weyer, C. (2020). Kompetenzen von Lehrpersonen in der Studien- und Berufsorientierung. In T. Brüggemann & S. Rahn (Hrsg.), Berufsorientierung. Ein Lehr- und Arbeitsbuch. 2. Auflage (S. 572-578). Münster: Waxmann.
• Dreer, B. & Kracke, B. (2013). Kompetenz und Kompetenzentwicklung von Lehrerinnen und Lehrern im Bereich Berufsorientierung. In GEW Hauptvorstand (Hrsg.), Arbeitsweltorientierung und Schule (S. 135-154). Bielefeld: Bertelsmann.
• Dreer, B. (2013). Kompetenzen von Lehrpersonen im Bereich Berufsorientierung. Beschreibung, Messung, Förderung. Wiesbaden: Springer VS, dx.doi.org/10.1007/978-3-658-01757-6