27 SES 13 C, Reflexive Practice and Educational Research
Educational research in Germany is at a crossroads. With Germany’s participation in large scale assessment studies, an empirical turn took place (Rothland, 2013). Within one decade, Germany’s educational system, its educational research and discourse was profoundly shaped by PISA and other large-scale assessment studies. (Ertl, 2006).
These developments were accompanied by subsequent political and structural developments and had a huge impact on teacher education in Germany. Since the concept of an output-oriented educational system has just been initiated in Germany a few years ago, teacher education programs are still in the process of adapting to as well as developing a (critical) stanze towards the new paradigm. In order to prepare pre-service teachers for their future profession in a rather output- and standard-based educational system, the concept of inquiry-based learning (in German: Forschendes Lernen) has become more prominent and mirrors an empirical turn in teacher education – both on the institutional program level as well as on the level of educational discourse. Thus, some universities adapt forms of student research in their curricula (Roters et al., 2009). In special classes, students are asked to reflect upon their own teaching experiences by conducting small empirical studies on their own during their internship at school. One framework of reference are models that belong to the German Didaktik Approach. This concept of research-based student learning attempts to enhance students’ theory-based reflective thinking (Kansanen, 2006). If that is the case was part of the following empirical investigation.
Ertl, H. (2006). Educational standards and the changing discourse on education: the reception and consequences of the PISA study in Germany. Oxford Review of Education, 32(5), 619-634. Kansanen, P. (2006). Constructing a Research-Based Program in Teacher Education. In: Oser, Fritz K., Hrsg., Competence oriented teacher training. (pp. 11-22), Rotterdam: Sense Publishers. Roters, B. (2012). Professionalisierung durch Reflexion in der Lehrerbildung. Eine empirische Studie an einer deutschen und einer US-amerikanischen Universität. Münster/New York: Waxmann. Rothland, M. (2013). Wiederbelebung einer Totgesagten. Anmerkungen zur Reanimation der Allgemeinen Didaktik. Zeitschrift für Erziehungswissenschaft, 16(3), 629-645.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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