Education Sciences, Vol. 13, Pages 381: Theory Application in School and Meaning-Oriented Learning Opportunities at University—Resources for Teaching Quality

Education Sciences, Vol. 13, Pages 381: Theory Application in School and Meaning-Oriented Learning Opportunities at University—Resources for Teaching Quality

Education Sciences doi: 10.3390/educsci13040381

Authors: Michael Rochnia Falk Radisch Claudia Kastens

(1) In this study, we analyse the impact that research and practice orientation offered at university (first phase) have on theory articulation 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.