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<p>This article presents a&#xa0;research and development project in the field of teacher education. The central idea was to develop one’s own location in a&#xa0;research-driven manner against the background of the state of research in educational science. The structural conditions of educational science teaching in Bavaria and the challenges arising from the diversity of subjects, the pillarisation of the study programme and the overlapping of subjects or gaps in content are identified. Against the background of the state of research on educational science teaching in the teaching profession as well as the normative requirements for teaching, the development impulse appeared to be necessary. A&#xa0;preliminary investigation into the reality of teaching at the location underpinned the need for development and formed the basis for the development of interventions. These consisted of a&#xa0;deepening of the competence orientation of teaching, the development of a&#xa0;new, jointly responsible interdisciplinary module and the development of an app to support self-directed, career-related study planning. Research findings on the impact of these interventions are presented and discussed. The project was part of the Qualitätsoffensive Lehrerbildung/Quality Campaign for Teacher Education.</p>

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BilVer – Bildungswissenschaften im Verbund, eine bayerische Perspektive

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年4月4日

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  • Barbara Drechsel,
  • Annette Scheunpflug,
  • Nora Heyne,
  • Stefanie Welser

摘要

This article presents a research and development project in the field of teacher education. The central idea was to develop one’s own location in a research-driven manner against the background of the state of research in educational science. The structural conditions of educational science teaching in Bavaria and the challenges arising from the diversity of subjects, the pillarisation of the study programme and the overlapping of subjects or gaps in content are identified. Against the background of the state of research on educational science teaching in the teaching profession as well as the normative requirements for teaching, the development impulse appeared to be necessary. A preliminary investigation into the reality of teaching at the location underpinned the need for development and formed the basis for the development of interventions. These consisted of a deepening of the competence orientation of teaching, the development of a new, jointly responsible interdisciplinary module and the development of an app to support self-directed, career-related study planning. Research findings on the impact of these interventions are presented and discussed. The project was part of the Qualitätsoffensive Lehrerbildung/Quality Campaign for Teacher Education.