Die Bedeutung der Lerngelegenheiten im Lehramtsstudium und deren individuelle Nutzung für den Aufbau des bildungswissenschaftlichen Wissens

Research output: Journal contributionsJournal articlesResearchpeer-review


  • Olga Kunina-Habenicht
  • Franziska Schulze-Stocker
  • Mareike Kunter
  • Jürgen Baumert
  • Detlev Leutner
  • Doris Förster
  • Hendrik Lohse-Bossenz
  • Ewald Terhart

The article topicalizes the interdependencies between enrollment prerequi-sites, study programs offered, and the individual use of the courses, as well as the struc-ture and development of educational-scientific knowledge in the field of university-based teacher training. The study is based on data collected through a census survey carried out in North Rhine-Westphalia among 3.273 trainee teachers at the beginning of their in-ternship; in this survey, a standardized test of knowledge was used to capture the educational-scientific knowledge. Substantial differences in knowledge between Student teachers and lateral entrants confirm the general effect of study courses on the development of educational-scientific knowledge. However, formal university-related factors (specificity of the Institution or type of study-course structure) are of only moderate effect on the development of knowledge in the course of university-based teacher training.

Translated title of the contributionThe significance of learning opportunities in teacher training courses and their individual use for the development of educational-scientific knowledge
Original languageGerman
JournalZeitschrift fur Padagogik
Issue number1
Pages (from-to)1-23
Number of pages23
Publication statusPublished - 01.2013
Externally publishedYes