Aufsatz in einer Fachzeitschrift
Forschendes Lernen ohne forschende Lehrkräfte?
Details zur Publikation
Autor(inn)en: | Klewin, G.; Koch, B. |
Publikationsjahr: | 2017 |
Zeitschrift: | Die Deutsche Schule |
Seitenbereich: | 58-69 |
Jahrgang/Band : | 109 |
Heftnummer: | 1 |
Zusammenfassung, Abstract
Research-based learning has become a salient concept within the extended field experiences recently established in several of the German Federal States' teacher education programs. Initial empirical findings, however, indicate a lack of acceptance of research-based learning both with trainee teachers and their mentors in school. Various reasons seem possible: research-based learning implies simultaneity of teaching and researching; doing research during field experience is compulsive for all trainee teachers; frameworks for teachers doing research in schools are lacking. This paper proposes a discussion of the final point which has so far been neglected in academic discourses concerned with the prerequisites of research-based learning.
Research-based learning has become a salient concept within the extended field experiences recently established in several of the German Federal States' teacher education programs. Initial empirical findings, however, indicate a lack of acceptance of research-based learning both with trainee teachers and their mentors in school. Various reasons seem possible: research-based learning implies simultaneity of teaching and researching; doing research during field experience is compulsive for all trainee teachers; frameworks for teachers doing research in schools are lacking. This paper proposes a discussion of the final point which has so far been neglected in academic discourses concerned with the prerequisites of research-based learning.
