(How) Can didactic research find its way into the classroom? Results from a questionnaire survey on the lesson preparation and continuing professional development of German teachers.

Autor/inn/en	Brommer, Sarah; Weinhold, Swantje; Sowinski, Ronja
Titel	(How) Can didactic research find its way into the classroom? Results from a questionnaire survey on the lesson preparation and continuing professional development of German teachers.
Quelle	In: RISTAL : Research in Subject-matter Teaching and Learning, 5 (2022) 1, S. 163-190Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Diagramme
Sprache	deutsch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2616-7697
DOI	10.2478/ristal-2022-0112
Schlagwörter	Bildungsforschung; Empirische Untersuchung; Lehrerbildung; Lehrerfortbildung; Unterrichtsvorbereitung; Didaktik; Bildungsforschung; Lehrerbildung; Lehrerfortbildung; Didaktik; Unterrichtspraxis; Unterrichtsvorbereitung; Theorie-Praxis-Beziehung
Abstract	The gap between research about education and teaching practice is well-known in most subjects/disciplines. A nationwide online questionnaire survey regarding which sources German-language teachers use for lesson preparation and what in-service training opportunities they perceive may shed light on how research findings can be incorporated into classroom practice. These are some of the results from the 403 responses: In-service training courses are popular, but judged to be of little use. Social media offers are frequently used and assessed as helpful - despite the often poor quality, which teachers do not necessarily recognise. Therefore subject didactics should rethink certain traditions and explore new ways of reaching teachers. Because teachers' practices of lesson preparation tend to be idiosyncratic rather than determined by the subject matter, the findings from the survey are equally relevant and useful for all subjects and can contribute to a better alignment of subject science, subject didactics and teaching practice.
Erfasst von	Comenius-Institut, Münster
Update	2023/1