gms | German Medical Science

Introduction: In teacher education there is a major discrepancy between theory and practice more precisely between research and learning-practice at university and classroom practice on the one hand and scientific knowledge at University and the need for professional knowledge to act at school one the other hand (cf. [1]).

Methods: The goal of the presentation is to introduce simulation to integrate theories and practices by research-oriented learning.

To reduce complexity we simulate classroom practice at university on the one hand and put students into simulated classroom practice at university on the other hand. This simulation-model is the basis for research-oriented learning and teaching (cf. [2]). Thus students can proof their understanding of scientific knowledge in action and give scientific-based reasons for their actions.

Results: Stages of simulation are: 1) preparation of the setting, 2) cooperation contract, 3) simulation, 4) reflexion on habitus, 5) evaluation (cf. [3]).

Research-oriented learning within simulation is an opportunity to improve professional teacher education inclusive learning by doing (cf. [4]).

Discussion: I will show: Research-oriented learning can help to relate both forms of knowledge.