Empirische Evidenzen der Lehrerfortbildungsforschung und daraus resultierende Empfehlungen für die Geographiedidaktik

Abstract

Major changes within geography education and the frequently criticized slow diffusion of teaching innovations into school educational practice are pushing the significance of the third training phase of teachers steadily to the fore. Concurrently, its low effectiveness and a gap between teaching practice and theoretical concepts are often stated. Thus, it becomes imperative to propose ways to meet these challenges. The article systemizes four possible levels of effectiveness of teachers' in-service trainings in a first step. A framework model on the effectiveness of teacher training courses is then presented. Here, contextual conditions and characteristics of the individual teacher play as much a role as the arrangement of the training courses itself. The present work focuses on the possibilities to exert influence on the success of teacher training measures within the scope of the named features. Ten evidence-based characteristics of effective teacher training courses are worked out in detail by means of an extensive analysis of empirical teaching research studies. Finally, central conclusions for the research as well as the teacher training practice in geography education are drawn.