<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>The gap between research about education and teaching practice is well-known in most subjects/disciplines. A nationwide online questionnaire survey regarding which sources German-language teachers use for lesson preparation and what in-service training opportunities they perceive may shed light on how research findings can be incorporated into classroom practice.</p>
<p>These are some of the results from the 403 responses: In-service training courses are popular, but judged to be of little use. Social media offers are frequently used and assessed as helpful – despite the often poor quality, which teachers do not necessarily recognise. Therefore subject didactics should rethink certain traditions and explore new ways of reaching teachers. Because teachersʼ pracƟces of lesson preparaƟon tend to be idiosyncratic rather than determined by the subject matter, the findings from the survey are equally relevant and useful for all subjects and can contribute to a better alignment of subject science, subject didactics and teaching practice.</p>
</abstract>

The gap between research about education and teaching practice is well-known in most subjects/disciplines. A nationwide online questionnaire survey regarding which sources German-language teachers use for lesson preparation and what in-service training opportunities they perceive may shed light on how research findings can be incorporated into classroom practice.
These are some of the results from the 403 responses: In-service training courses are popular, but judged to be of little use. Social media offers are frequently used and assessed as helpful – despite the often poor quality, which teachers do not necessarily recognise. Therefore subject didactics should rethink certain traditions and explore new ways of reaching teachers. Because teachersʼ pracƟces of lesson preparaƟon tend to be idiosyncratic rather than determined by the subject matter, the findings from the survey are equally relevant and useful for all subjects and can contribute to a better alignment of subject science, subject didactics and teaching practice.

(How) Can didactic research find its way into the classroom? Results from a questionnaire survey on the lesson preparation and continuing professional development of German teachers

Mitarbeiterin im Projekt Wissenschaft – Didaktik – Schule (WiDiSch) Institut Deutsche Sprache und Literatur und ihre Didaktik (IDD) Leuphana University Lüneburg

Research in Subject-matter Teaching and Learning (RISTAL)

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

The gap between research about education and teaching practice is well-known in most subjects/disciplines. A nationwide online questionnaire survey regarding...

(How) Can didactic research find its way into the classroom? Results from a questionnaire survey on the lesson preparation and continuing professional development of German teachers

Published Online: Jan 03, 2023

Page range: 163 - 190

DOI: https://doi.org/10.23770/rt1861

Keywords
didactics research, teaching practice, lesson preparation, individual professional development, teachers’ continuing professional development (CPD), in-service training

© 2022 Sarah Brommer et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

(How) Can didactic research find its way into the classroom? Results from a questionnaire survey on the lesson preparation and continuing professional development of German teachers

Published Online: Jan 03, 2023

Page range: 163 - 190

DOI: https://doi.org/10.23770/rt1861

Keywordsdidactics research, teaching practice, lesson preparation, individual professional development, teachers’ continuing professional development (CPD), in-service training

© 2022 Sarah Brommer et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Keywords
didactics research, teaching practice, lesson preparation, individual professional development, teachers’ continuing professional development (CPD), in-service training