The RESEARCH GROUPS Scholars of LÜP diz DIDAKTISCHES ZENTRUM

Carl von Ossietzky of Imke Dreber, General Studies; Jana-Katharina Prof. Dr. Ira Diethelm, Computer Science Dressler, Education; Luisa Franke, Prof. Dr. Astrid Fischer, Education Economic Education; Maria Geipel, and Literature Education; Matthias Prof. Dr. Astrid Kaiser, General Studies Heinrich, Mathematics Education; Christian Prof. Dr. Michael Komorek, Physics Education Klostermann, Mathematics Education; Andrea Prof. Dr. Ulrike Krause, Educational Sciences Mühlig, Empirical Research in Learning and Instruction; Katharina Röckendorf, Civic Education; Prof. Dr. Dirk Loerwald, Economic Education Learning in Transition – Dr. Julia Michaelis, Chemistry Education Tanja Ruberg, Physics Education; Susanne Stamm, GRADUATE Music Education; Henning Stockmann, German empirical analysis and Prof. Dr. Barbara Moschner, Language and Literature Education; Helmer modelling of PROGRAM Empirical Research in Learning and Instruction Wegner, Technical Education; Laura Weiland, practical phases Prof. Dr. Lars Oberhaus, Music Education Educational Sciences; Jochen Werner, General in teacher education Prof. Dr. Peter Röben, Technical Education Didactics and School Pedagogy; Henning Wilken, Lernprozesse im Prof. Dr. Dietmar von Reeken, Education Computer Science Education Übergangsraum Prof. Dr. Klaus Zierer, Contact Praxisphase General Didactics and School Pedagogy Spokespersons of the Graduate Program University of Prof. Dr. Astrid Fischer Prof. Dr. Andreas Klee, Civic Education Tel.: (+49) 441/798-32 22 E-mail: [email protected] Prof. Dr. Thorsten Pohl, Prof. Dr. Barbara Moschner German Language and Literature Education Tel.: (+49) 441/798-43 03 E-mail: [email protected] Friedrich-Schiller- Prof. Dr. Iris Winkler, Coordination German Language and Literature Education Simona Selle Centre for Teacher Education of the University of Oldenburg Tel.: (+49) 441/ 798-58 04 E-mail: [email protected]

Further information on LÜP: www.uni-oldenburg.de/luep/ THE PROGRAM’S CONTENT THE INTERDEPENdenCE OF THE DOCTORAL PROGRAM LEARNING PROCESSES

The Graduate Program LÜP is based on educational The main aim is to develop a model that illustrates Fifteen doctoral students from the Carl von research in different subjects as well as on general the interrelation of theoretical knowledge Ossietzky University of Oldenburg hold a Georg- educational research in teacher education. The gained at university, and practical competences Christoph-Lichtenberg-scholarship. program focusses on learning processes of necessary for teaching, in the learning processes These scholarships are granted by the Ministry student teachers. Practical phases (internships at of student teachers. of Science and Culture of Lower . The school) are obligatory parts of the teacher training This model will include interdisciplinary principles program is running from April 2013 until at German . They provide a transitional while maintaining subject-specific ways. September 2016. phase where theory and practice come together. The research results are also an important basis The program provides seminars and research- These phases are analyzed in the light of different for the quality assurance of teacher education in colloquia with experts from Oldenburg and school subjects. the first phase, particularly in view of the possible from external institutions. Furthermore, the dissertation projects explore restructuring of teacher training. In addition, workshops with all members of the dual role of student teachers as learners and the program are offered to exchange views teachers. on current issues. They provide a platform to discuss the dissertations in an interdisciplinary context. By this structure the doctoral students are broadly qualified for further work in schools,

Learning processes I universities or other institutions dealing with Acquisition and application of domain-specific subject knowledge (content teacher training. The presentation of results at knowledge) and domain-specific didactic knowledge (pedagogical content knowledge) as well as general pedagogical knowledge about learning and teaching national and international congresses as well as the International Workshop „Learning in Transition“ in June 2015 completes the training. Learning processes II Domain-specific didactic decisions on planning and teaching as well as reflecting and evaluating lessons The program is characterized by: • intense supervision by a team of research experts, Learning processes III: • development of interdisciplinary and Perception and interpretation of thinking and learning processes of pupils transdisciplinary research-skills, • networking within the research community, Transitional Phase in Study Phase I teaching practice Study Phase II University School University • introduction of strategies how to publish and apply scientific results.