Center for Teacher Education and Educational Research (ed.)

Educational Research at the University of Siegen 2018

Siegen: University of Siegen 2018

The brochure Educational Research at the University of Siegen presents the comprehensive profile of educational research at the University of Siegen. It highlights our research achievements in the areas of didactic and interdisciplinary teaching and school research, research into the teaching profession and teacher training, extracurricular formal and informal learning processes, inclusion, issues of social pedagogy and a variety of other topics and research subjects.

On the following pages, researchers from Siegen who work in the thematically broad context of educational research are profiled with their respective focal points and research projects. In this way, the brochure helps researchers to become more aware of each other's work and contributions across disciplines, to enter into discussions and to network with each other.

Brochure Educational Research at the University of Siegen

Rothland, M.; Biederbeck, I.; Center for Teacher Education and Educational Research (ed.)

Contributions to teacher training and educational research, Volume 4

Practical phases in teacher education in the focus of educational research

Münster: Waxmann 2018

Practical phases have long been a constitutive element of academic teacher education and are perceived by students as an enriching learning experience during their studies. Analogous to the continuous expansion of practical phases as part of the first phase of teacher training, research on this element of study has also developed into an increasingly intensive area of interdisciplinary educational research in recent years, which is diverse in terms of both content and research methodology.

This volume offers a cross-disciplinary and cross-location compilation of research concerns and approaches to practical phases in teacher training. The content focuses on the different learning opportunities within practical phases, their use and impact as well as research-based learning, the support and supervision of student teachers during practical phases and, finally, the methods and approaches for reflecting on practical experience.

Brochure table of contents and title

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Greiten, S.; Geber, G.; Gruhn, A.; Köninger, M.; Center for Teacher Education and Educational Research (ed.)

Contributions to teacher training and educational research, Volume 3

Teacher training for inclusion

Questions and concepts for university development

Münster: Waxmann 2017

Practical phases have long been a constitutive element of academic teacher education and are perceived by students as an enriching learning experience during their studies. Analogous to the continuous expansion of practical phases as part of the first phase of teacher education, research on this element of study has also developed into an increasingly intensive area of interdisciplinary educational research in recent years, which is diverse in terms of both content and research methodology.

This volume offers a cross-disciplinary and cross-location compilation of research concerns and approaches to practical phases in teacher training. The content focuses on the different learning opportunities within practical phases, their use and impact as well as research-based learning, the support and supervision of student teachers during practical phases and, finally, the methods and approaches for reflecting on practical experience.

Brochure Table of contents and title

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Drahmann, M.

Contributions to teacher training and educational research, Volume 2

Student teachers in gifted education programs.

Motivation, beliefs and evaluation of support.

Münster: Waxmann 2017

"We need more, different and better teachers!" This statement by the President of the Stifterverband can serve as a symbolic headline for the passionate debate on teacher training that has been going on for years. It also shows that not only the state, but also foundations are increasingly interested in teacher training. However, it is hardly known that there is already a long tradition of supporting specially selected (teacher training) students in Germany with the thirteen foundations for the promotion of gifted students. So who is this group of sponsored student teachers who are selected on the basis of their performance, commitment and personality? What characterizes them, how do they evaluate their support and why do they aspire to become teachers?

This study explores these and other questions and, based on a large-scale survey of sponsored and non-sponsored (teacher training) students, analyzes their motives and convictions about the teaching profession as well as their assessment of the support provided by the organizations for the promotion of gifted and talented students. This book not only provides researchers in teacher training with new and exciting insights into a group of student teachers that has received little attention to date, but also provides students and those interested in gifted education with basic information on the thirteen organizations for the promotion of gifted students in Germany.

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Dreßler, S. (Ed.)

Contributions to teacher training and educational research, Volume 1

Between irritation and insight.

On problem solving in subject teaching.

Münster: Waxmann 2016

"What actually is a problem? How, in what contexts and with whom does it arise? How can it be staged?" Although these and other questions are relevant to the design of problem-oriented subject lessons at school and are considered anew every day, it is still difficult to formulate clear answers. But this is precisely why a multifaceted examination of these issues is the first and most important step in initiating and understanding the subject-specific learning processes that arise from problem-based learning arrangements.

This anthology documents key perspectives on problem-based subject teaching that were discussed at a workshop held at the University of Siegen in July 2015. Representatives of music education approached the concept of the problem together with colleagues from the fields of art, philosophy, mathematics, history and politics. As an "expedition into the unknown" (Wagenschein), they undertook two days of subject-specific and interdisciplinary explorations, focusing on central concepts (such as problem, task, competence or "resistance") as well as concrete didactic and methodological questions for problem-oriented lesson design. The conference proceedings aim to contribute to opening up the opportunities and limits of problem-solving - even beyond the debate on competence - for school education.

With contributions by Jens Aspelmeier, Jens Dreßler, Susanne Dreßler, Magdalena Eckes, Benjamin Eibach, Heinz Geuen, Renate Girmes, David Salomon, Christine Stöger, Miriam Vierhaus, Verena Weidner and Christina Zenk.

Table of contents and title page

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