In line with the research group's central goal of empirically analysing the chain of effects from teacher competence to student performance - for the first time in five of the participating subjects - the core questions include subject-related, interdisciplinary and transdisciplinary aspects such as
- To what extent do generic quality characteristics of current models such as the three basic dimensions of classroom management, constructive support and cognitive activation adequately describe teaching in each subject? Can these really be generalised for different school subjects?
- Are there also characteristics that are specific to teaching in a particular discipline and can these be empirically defined?
- What constitutes not only normatively good, but also efficient subject teaching in terms of cognitive and affective target criteria?
- How is the domain-specific professional knowledge of teachers related to generic as well as subject-specific aspects of teaching quality and the (possibly mediated) student learning success in a discipline or across disciplines?
The FALKO-PV junior research group is investigating these and similar questions on the basis of its common theoretical framework and with the help of a uniform study design, which should enable subject-specific observations, interdisciplinary comparisons and transdisciplinary generalisations.