Review Essay: Learning through Researching in Teacher Training


  • Gerold Scholz Johann Wolfgang Goethe-Universität Frankfurt am Main



teacher training, case studies, qualitative methods, interpretation groups


This book covers a number of case studies on different educational problems. These have in common the application of qualitative methods in ways that enable students to develop a "research attitude". Other contributions describe the conditions for integrating scientific methods into teacher training. The book does not offer a theoretical approach but shows in what way the analysis of empirically collected data may appropriately contribute to students' self-reflection during the first phase of teacher-training. The practical philosophy of the Freiburg way of understanding an interpretation workshop may encourage students to work by way of case studies and may offer students insight into the possibilities of case studies. URN: urn:nbn:de:0114-fqs0602319


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Author Biography

Gerold Scholz, Johann Wolfgang Goethe-Universität Frankfurt am Main

Gerold SCHOLZ, Professor für Erziehungswissenschaft; Arbeitsschwerpunkte: Theorie der Didaktik des Sachunterrichts, Kindheitsforschung, qualitative Methoden. In FQS hat Gerold SCHOLZ das Handbuch "Kinder, Kindheit, Lebensgeschichte" ( (hrsg. von BEHNKEN & ZINNECKER 2001) rezensiert.



How to Cite

Scholz, G. (2006). Review Essay: Learning through Researching in Teacher Training. Forum Qualitative Sozialforschung Forum: Qualitative Social Research, 7(2).