We warmly invite you to the next IZeF Workshop on November 8th from 10:00 AM to 1:30 PM (online). The 20th workshop will focus on the topic "How Effective is Teacher Education? Insights from the Work of the Emerging Group: Proving the Effectiveness of Teacher Education."

We are excited to present the following four talks:

• Prof. Dr. Johannes König et al.: Research on the Effectiveness of Teacher Education: An Overview Based on Syntheses of Literature Reviews.
• Jonas Weyers et al.: Professional Competencies of Prospective Teachers – An Assessment of Knowledge, Beliefs, and Motivational-Affective Characteristics of Students at the End of Their Teacher Training Program.
• Prof. Dr. Tim Engartner & Marie Heijens: Is Effective Teacher Education in Germany Possible? Impressions from a Pilot Monitoring of Civic Education in Germany.
• Hanna Rauterkus et al.: Emotional Competencies of Teachers – Nice to Have or Core Competency?

Following the presentations, a discussion will take place with discussant Prof. Dr. Josef Schrader (German Institute for Adult Education).

As usual, the workshop will be held digitally via Zoom. You can find more information and the program here. Registration is now open via our registration form or by sending an informal email.

The Journal of Curriculum Studies has recently published a special issue on the topic of "Teacher Education Effectiveness, featuring several contributions from the Emerging Group: Proving the Effectiveness of Teacher Education. More information and access to the articles can be found here.

Sample contributions:

• König, J., Heine, S., Kramer, C., Weyers, J., Becker-Mrotzek, M., Großschedl, J., Hanisch, Ch., Hanke, P., Hennemann, Th., Jost, J., Kaspar, K. Rott, B., & Strauß, S. (2023). Teacher education effectiveness as an emerging research paradigm: a synthesis of reviews of empirical studies published over three decades (1993–2023). Journal of Curriculum Studies, 56(4), 371–391. https://doi.org/10.1080/00220272.2023.2268702
• Rauterkus, H., Hennemann, T., Hagen, T., Krull, J., Nitz, J., Eiben, K., Kulawiak, P. R., Verbeck, L., & Hanisch, C. (2024). Teachers’ ability to regulate their emotions predicts their levels of stress in primary schools in Germany. Journal of Curriculum Studies, 56(4), 468–479. https://doi.org/10.1080/00220272.2024.2312391
• Weyers, J., Ligtvoet, R., & König, J. (2024). How does pre-service teachers’ general pedagogical knowledge develop during university teacher education? Examining the impact of learning opportunities and entry characteristics over five time points using longitudinal models. Journal of Curriculum Studies, 56(4), 448–467. https://doi.org/10.1080/00220272.2024.2355923

The Centre for Research on Equality in Education (CREATE) at the Faculty of Education, University of Oslo, is pleased to announce the Sigrid Blömeke Scholarship Award. This award has been established in honour of Professor Sigrid Blömeke, the founding director of CREATE and an outstanding scholar in the fields of educational measurement, teacher competence and educational equity.

The Sigrid Blömeke Scholarship Award supports postdoctoral researchers and assistant professors who are committed to conducting research projects related to one or more of the CREATE areas: (1) identifying barriers to educational equity, (2) intervening in barriers to educational equity, and (3) addressing key methodological challenges related to research on educational equity.
The main objectives of this fellowship are to promote research on gender equality in education, to initiate and strengthen collaboration with CREATE and to provide young scholars with a unique research experience in an international and interdisciplinary centre of excellence.

Applications can be submitted until 30 September 2024. Further information and instructions on the application procedure can be found here.

On the occasion of IZeF's 10th anniversary, it is time for a summary of core results from various research projects. The anniversary volume provides an overview of what has been achieved, analyses examples in greater depth and at the same time highlights the IZeF's key development prospects for the coming years. The thematic focus of the IZeF lies in the areas of competence measurement and effectiveness of teacher education, media and digitalisation, language education, persistence and change in schools, teaching and the teaching profession as well as mental health in educational institutions. Two research projects from each of these five areas are presented as examples in this volume. Two further chapters reflect and summarise the interdisciplinary research carried out by the IZeF to date from a special educational and didactic perspective.

König, J., Hanisch, C.,  Hanke, P.,  Hennemann, T.,  Kaspar,  K., Martens, M., & Strauß, S. (Hrsg.) (2024). Auf die Lehrperson und ihren Unterricht kommt es an. Zehn Jahre empirische Professions- und Unterrichtsforschung im IZeF der Universität zu Köln. Münster: Waxmann. Download

Under the motto “Education as the key to social challenges: Interdisciplinary Contributions from Educational Research”, the 12th GEBF Conference will take place in Mannheim next year from January 27-29.

The IZeF will be represented with the symposium “Effectiveness of interventions in teacher training - curricular and methodological innovations” and the following four presentations:

König et al: Interventions in teacher education: synthesis of 27 literature reviews
Kaiser & Melzer et al: Intervention study on competencies of (prospective) teachers in inclusive mathematics education - first results from the longitudinal study TEDS-IME
Großschedl & Sommerer et al: Theory-practice integration through research-based learning in teacher training: a learning opportunity to improve the ability to reflect
Strauß et al: CLEVER - Classroom Management Video Intervention - From intervention to implementation of a video-based course to promote classroom management skills in student teachers

The date of the symposium will be announced in December and we will inform you here.