Ausgabe 4/2014, 106. Jahrgang S. 386–397
Martin Rothland, Sarah Katharina Boecker
Against Learning by Imitation in Extended Pedagogical Field
Experiences in Teacher Education
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The effect of research-based learning in extended pedagogical field experiences in teacher education has not yet been satisfactorily confirmed by empirical studies. Using first results of empirical studies, which focus on the benefits and effects of extended pedagogical field experiences, we show why research-based learning in this element of teacher education holds great potential. In the following, we discuss whether research-based learning in extended pedagogical field experiences can be used in teacher education in the face of real conditions of the student teaching semester.
research-based learning, teacher education, student teaching semester, student teaching
Rothland, M. & Boecker S. (2014). Wider das Imitationslernen in verlängerten Praxisphasen: Potenzial und Bedingungen des Forschenden Lernens im Praxissemester. DDS – Die Deutsche Schule, 106(4), 386-397. https://www.waxmann.com/artikelART101537