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

Bibliographic Data

ID22043771
AuthorsMichael Rochnia (0000-0002-0077-8256, University of Wuppertal, corresponding author), Falk Radisch (0000-0002-9076-4826, University of Rostock), Claudia Kastens (0000-0002-0516-0009, University of Wuppertal)
Year2023
Volume13
Issue4
Pages381
Publication date2023-04-11
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci13040381
OpenAlexW4364376246
LanguageEN
Citations received5
References cited63

(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

Epistemology · German · Knowledge management · Longitudinal study · Mathematics education · Pedagogy · Computer Science · Education Methods and Technologies · Educational Assessment and Improvement · Mathematics · Psychology · Sociology and Education Studies

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Open DOIOpen Access