Research

WRITE is a programme that supports young researchers in the publication process. Interdisciplinary teams work on a joint English-language article for over a year and are supported by an expert until publication.

More information about WRITE can be found here.

Contact persons: Nina Wunder, Maria Hofrichter, Prof. Sven Hilbert

ADELE (Adaptive Digital Assessment of Reading Expertise):

The ADELE project aims to develop a digital reading comprehension test that takes into account task difficulty, text difficulty, as well as the performance level of pupils. (on behalf of Klett/Jungösterreich)

FALKO-Latin

Based on the theoretical conceptualisation based on Shulman's knowledge taxonomy and its modelling in the COACTIV study (external link, opens in a new window), the FALKO-Latin project, which is part of the interdisciplinary research group FALKO (external link, opens in a new window) (subject-specific teacher competences), developed and validated a test instrument for recording the subject knowledge and didactics knowledge of (prospective) teachers by means of domain-specific operationalisation. The comprehensive main sample of student teachers and teaching staff thus collected provides the first empirical insights into the acquisition process and the structure of Latin-specific professional knowledge and can offer indications for long-term optimisation possibilities of subject-related learning opportunities during the different phases of teacher training. Numerous key results have already been published in a project anthology (external link, opens in a new window) and in other articles.

Contact person within the working group: Dr Alfred Lindl

in co-operation with Harald Kloiber (external link, opens in a new window)

Subject-integrated reading promotion in Bavaria (FiLBY)

The aims of the project are the development and testing of a set of tools for the systematic diagnosis and promotion of reading skills (reading fluency and reading strategy training FiLBY) for use in Bavarian primary schools from the 2018/2019 school year by the Chair of Didactics of German Language and Literature at the University of Regensburg, accompanying scientific research into the sustainability of the set of tools and the development of an e-tutorial for primary school teachers on the use of FiLBY in lessons in grades 2 to 4.

Contact persons within the working group: Laura Simböck, Prof. Sven Hilbert

in cooperation with Dr Johannes Wild (external link, opens in a new window), Prof Anita Schilcher (external link, opens in a new window)

FALKE (subject-specific teacher competences in explaining)

Although the competence of explaining is generally regarded as central to successful teaching, it is largely ignored in the didactics literature of the various teaching subjects and has so far hardly been the subject of systematic university courses.

The aim of FALKE is to empirically analyse the construct of explanation in different subjects in depth and to specifically improve the explanation skills of student teachers in specially designed seminars.

Further information on the FALKE project can be found here (external link, opens in a new window).

Contact persons within the working group: Dr Alfred Lindl, Mario Frei, Prof Sven Hilbert

KOLEG 2 (Co-operative Teacher Education Design)

KOLEG2 pursues the goal of developing Regensburg into a place of future-orientated teacher training from a single source under the guiding principle of designing teacher training cooperatively and with a reflected theory-practice relationship. Intensive networking with partners in the educational landscape, close transdisciplinary cooperation and shared responsibility within the university are crucial for a sustainable innovation boost.

Further information on the KOLEG 2 project can be found here (external link, opens in a new window).

Contact persons within the professorship: Maria Hofrichter, Lena Schiestel

FALKE 2 (Subject-specific teacher competences in explaining)

Information on the FALKE 2 programme (external link, opens in a new window)

Contact persons within the professorship: Prof. Sven Hilbert, Jonas Hauck

L-Dur (Digital Teacher Education at the University of Regensburg):

L-DUR brings a digital flavour to teacher training. The project focuses on "linking theory and practice" and "learning contexts in teacher training" and creates a digital platform for cooperation and collaboration between universities and schools.

Through collaboration between schools and universities, teachers and pupils as well as educational scientists, independent of time and place, L-DUR is creating a new tone in teacher training. Until autumn 2023, five measures (external link, opens in a new window) will be working on concepts for teacher training in the field of digitalisation in collaboration with project staff with a background in computer science.

Further information on the L-DUR project can be found here (external link, opens in a new window).

Contact persons within the working group: Prof. Sven Hilbert, Xuefeng Hao

FALKE-digital (subject-specific teacher competences in explaining):

Professional explanation skills in e-learning

FALKE-digital focuses on the production and effectiveness of explanatory videos and thus aims to promote and investigate digital professionalisation processes.

Although pupils already use digital offerings such as explanatory videos on online platforms in large numbers for independent learning, very little is known about the effectiveness of explanatory videos in a school context. Little is also known about the factors that enable effective teaching and learning with explanatory videos.

Further information on the FALKE-digital programme can be found here (external link, opens in a new window).

Contact persons within the working group: Mario Frei, Prof. Sven Hilbert

L-DUR: SSE(optimised and effective learning of written language acquisition didactics):

The SSE measure tests and evaluates a digital diagnostic support tool for the adaptive design of learning processes in collaboration with all three phases of teacher training. The tool records the individual (legal) writing development and learning behaviour of primary school pupils. Machine learning algorithms harmonise (partial) writing performance and learning-related influencing factors such as motivation, cognitive activation and time-on-task as the basis for (partially) automated task selection and sequencing. During the testing and evaluation phases, students, trainee teachers and teachers are involved in a participatory, symbiotic bottom-up strategy by using the tool, observing pupils' developments based on data, supervising the machine classification of spelling errors and learning behaviour and evaluating machine-generated support recommendations as experts.

LatEYEn: Eye-tracking study on perception processes and strategy application in translation-oriented reading

Although translation is one of the main activities in the classical language classroom and often presents pupils with major challenges, there has been very little didactics research on the subject to date. This interdisciplinary collaboration addresses this desideratum and, against the theoretical background of the expert-novice paradigm, uses eye tracking to analyse unconscious patterns of perception and cognitive strategies during the decoding and recoding process from Latin into German for the first time and also examines these in the context of unsuccessful and successful translation performances. The project is expected to provide insights for expertise research in the field of foreign languages as well as didactic tips and consequences for teaching classical languages.

Contact person within the professorship: Dr Alfred Lindl

in cooperation with Dr Helen Jossberger

PETRA (Personalised Therapy for Rheumatoid Arthritis)

The project is aimed at patients (Pts) with RA who want to change their behaviour in a health-promoting way and actively improve their life and health skills. PETRA aims to help them to manage the feelings associated with their illness - e.g. anxiety, anger, depression, doubt and weariness - in their daily life and work in a health-promoting and self-determined way. A nine-month intervention programme with a sustainability phase is designed to strengthen the emotional and social skills of the participants and improve their problem-solving skills.

Further information on the PETRA project can be found here (external link, opens in a new window).

Contact persons within the working group: Stefan Coors, Prof. Sven Hilbert

PETRA 2.0 - Personalised Therapy for Rheumatoid Arthritis (PETRA 2.0) based on the model of psychoneuroimmunology

The aim of the project is to improve the health-promoting behaviour of patients with rheumatoid arthritis, strengthen life and health skills and thus positively influence immunology and the course of the disease. Patients should learn to manage the feelings associated with their illness - e.g. fear, anger, depression, doubt and weariness - in their daily life and work in a self-determined way. A nine-month intervention programme with a sustainability phase was designed for this purpose. Based on psychoneuroimmunology (PNI), a total of twelve intervention modules were developed, focussing on different aspects of daily life, including how patients deal with stress and emotions. The training strengthens participants' emotional and social skills and develops problem-solving strategies. From a psychoneuroimmunological perspective, this should have a long-term positive impact on immune dysfunction and disease activity.

Further information on the PETRA 2.0 project can be found here (external link, opens in a new window).

Contact persons within the professorship: Nina Wunder, Prof. Sven Hilbert, Sebastian Rohr

Regensburg voice training: a prevention project on mindfulness and voice for staff at Bavarian state schools

Teachers are confronted with high demands on their vocal and speech apparatus. However, unlike other professional groups (actors, singers), teachers in Bavaria are not prepared for their voice and speech-intensive profession. As a result, the prevalence of voice disorders in the teaching profession is significantly higher than in the non-teaching profession. Consequently, particular importance should be attached to the prevention of voice disorders for state school staff in Bavaria.

An app is being developed and evaluated at the University of Regensburg through inter- and transdisciplinary collaboration. This offers teachers self-reflection and training opportunities in the areas of body and posture, breathing, phonation, articulation and vocal hygiene.

Further information can be found here (external link, opens in a new window).

Contact person: Jonas Hauck