Against the background of general-didactic reflections, the results of an empirical study are presented dealing with the question to what extend the homework practice of the teachers interviewed takes in account the education of self-reliance in schools and to what extend tasks are checked and receive feedback. A marked discrepancy is shown between ideal values and the actual teacher’s actions regarding the attention to and the use of the correlations between teaching and learning theories.

Schlagworte
education of self-reliance, homework research, problem centred learning, didactics of homework, teaching and learning processes