Theory Application in School and Meaning-Oriented Learning Opportunities at University—Resources for Teaching Quality

(1) In this study, we analyse the impact that research and practice orientation offered at university (first phase) have on theory application and teaching quality in an in-service training programme (second phase). The connection between these two phases has been poorly examined. Therefore, we exam...

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Bibliographic Details
Published inEducation sciences Vol. 13; no. 4; p. 381
Main Authors Rochnia, Michael, Radisch, Falk, Kastens, Claudia
Format Journal Article
LanguageEnglish
Published Basel MDPI AG 01.04.2023
Subjects
Beginning Teachers
Classroom management
Cognitive load
Colleges & universities
Equipment and supplies
Knowledge
Learning
Learning Processes
Pedagogy
practice orientation
Professional development
Reflective teaching
Research Methodology
research orientation
Seminars
Student teachers
Teacher education
Teachers
Teaching
Teaching Methods
teaching quality
Teaching Skills
theory application
Germany
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Summary:(1) In this study, we analyse the impact that research and practice orientation offered at university (first phase) have on theory application and teaching quality in an in-service training programme (second phase). The connection between these two phases has been poorly examined. Therefore, we examine this connection using a longitudinal study. (2) The analysis is based on data from 1417 pre-service and later student teachers who participated in the German National Educational Panel Study (NEPS). (3) The results show that meaningful research and practice orientation experienced in the first phase contribute to greater theory application and teaching quality in the second phase. (4) The study thus shows that theory application is a resource for supporting teaching quality.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci13040381