Contact
Prof. Dr. Thamar Voss
Teaching, Learning, and Motivation
thamar.voss|at|ezw.uni-freiburg.de
thamar.voss|at|ezw.uni-freiburg.de
Teachers’ practices are often based on intuition rather than research results. An important rea-son for this general distrust in information from the education science. This contradicts research results that point to the importance of teachers’ pedagogical/psychological knowledge for suc-cessful teaching. Since beliefs are related to a teachers’ practices and have a self-stabilizing function, the skeptical beliefs of student teachers can impair the development of professional competence. Accordingly, in our research, we investigate future teachers’ beliefs about the ed-ucation science. We found evidence for skeptical beliefs about education science: Education science is viewed as less complex and less important for teaching success than the content dis-ciplines (e.g., mathematics, physics, history). In further studies, we are investigating the conse-quences as well as the antecedents of these skeptical beliefs.
Voss, T. (2022). Not useful to inform teaching practice? Student teachers hold skeptical beliefs about evidence from education science. Frontiers in Education, 7, 976791. https://doi.org/10.3389/feduc.2022.976791
Voss, T., & Wittwer, J. (2020, März 25–27). „Das ist doch unwichtig.“ Überzeugungen über die bildungswissenschaftlichen Inhalte im Lehramt und deren Bedeutung für die Rezeption von Evidenz. In T. Voss & J. Wittwer (Chairs). Bildungswissenschaften: Wieso, weshalb, warum? Ausprägung, Bedeutung und Veränderung subjektiver Theorien im Lehramt [Symposium]. 8. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Potsdam, Deutschland.
Wittwer, J., Voss, T., & Ernst, H. (2019, August 12–16). Are educational sciences too soft? Student teachers’ attitudes towards educational sciences [Poster presentation]. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Aachen, Germany.