Erziehungs- und Bildungswissenschaften

Universität Bremen


GOresearch - research attitude and research competence in the teacher training program GO (high school / secondary school) 

Project assistant: Anna-Luise Rehm, Melanie Koch-Elhawwari

Project period: July 2017 - December 2019


The GOresearch project focuses on both the Bachelor as well as the Master phase of the teacher training program EWL GO (Gymnasium / High School) and aims to develop a curriculum concept for the development and expansion of research competence in the frame of research-based learning. In the individual modules of both study programs, students learn to apply specific research-related knowledge and skills – from the development of the research question to discussion of the results.


Following on from the concept of reflexive teacher education (Berndt et al., 2017) on the one hand, and the Zurich framework (Tremp / Hildebrand 2012, 113), on the other, the students receive step-by-step support in building a research-reflective attitude. In our GO modules, they should accordingly develop knowledge and skills with regard to the development of their (own) research project, so that, on the one hand, their research-based view of phenomena and problem issues specific to the field is successively trained and, on the other, their acquired research competencies flow into the master's thesis.


This overarching goal of the project is supported by measures that can be assigned to three components:

  1. The existing research-related emphases in the modules should be further developed and the connectivity of the modules to each other should be improved.
  2. The master's degree module is to be redesigned with regard to the systematics of the further developed curriculum.
  3. In an extension of the overall concept and for networking the educational study part with other subjects of teacher education, the different measures from the sub-projects of the quality offensive are to be embedded.

Project “For BiPEb”: Research-oriented study in primary and elementary education 


Project leaders: Prof. Dr. Robert Baar, Prof. Dr. Natasha Korff, Dr. Silvia Thünemann 

Project assistant: Anika Wittkowski 

Project period: April 2017 - June 2019

At present, there are different approaches to research-based learning in educational science and modules on inclusion pedagogy of the BiPEb (Elementary and Primary Education Sciences) degree program. In order to further exploit existing potential, the present offer should be systematically expanded and deepened. This is the conceptual design of the project “For BiPEb” (Research-based learning in primary and elementary education). Building on the theoretical basis of the Zurich framework (Tremp & Hildbrand 2012), the students should gradually develop a research habitus and deepen their methodological research skills. Therefore, already in the bachelor program BiPEb, all steps of the research process (development of a research question, conception of a research design, collection and evaluation of data, interpretation and presentation of the results) should be tested so that by the end of their studies the students are able to independently carry out a research cycle. This is always to take into account aspects of student diversity.

The project “For BiPEb” consists of three main stays, which are as follows: 

Main stay 1: The previous courses offered in the educational modules 1-4 as well as in two selected modules IP1 and IP3 of the subject “inclusion pedagogy” will be analyzed with regard to elements of research-based learning. For this purpose, previous module evaluations are taken into consideration, and lecturers and students are interviewed to assess the teaching offer in respect of research-based learning.

Main stay 2: Building on this, the content and methodology of the modules and the didactic formats in the courses will be modified. The implementation of the changed structure will then be evaluated and, if necessary, further developed. A practice advisory board of students accompanies this phase. 

Main stay 3: The modification of the curriculum and its implementation in teaching (Main stay 2) is supported by measures of university didactics for instructors. In addition to workshops for lecturers, expert dialogues and the provision of further educational support are also planned.









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