Realizing theory-practice transfer in German teacher education: Tracing preliminary effects of a complexity reduced teacher training format on trainees from four subject domains on students’ perception of ‘self-efficacy’ and ‘relevance of theoretical contents for practice’
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Authors
Christiane Klempin
Postdoctoral researcher currently employed both, at the Didactics of English at Freie Universität Berlin and at the Universität Potsdam
Daniel Rehfeldt
Postdoctoral researcher in primary science education at Freie Universität Berlin
David Seibert
PhD candidate at the didactics of history at Freie Universität Berlin
Tobias Mehrtens
PhD candidate in primary science education at Freie Universität Berlin
Hilde Köster
Head of primary science education at Freie Universität Berlin
Martin Lücke
Head of the didactics of history at Freie Universität Berlin
Volkhard Nordmeier
Head of the didactics of physics at Freie Universität Berlin
Michaela Sambanis
Head of the didactics of English at Freie Universität Berlin
DOI: https://doi.org/10.23770/rt1824 | Journal eISSN: 2616-7697
Language: English
Page range: 51 - 68
Published on: Jun 14, 2022
Published by: Gesellschaft für Fachdidaktik (GfD e.V.)
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year
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© 2022 Christiane Klempin, Daniel Rehfeldt, David Seibert, Tobias Mehrtens, Hilde Köster, Martin Lücke, Volkhard Nordmeier, Michaela Sambanis, published by Gesellschaft für Fachdidaktik (GfD e.V.)
This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 License.