New Publication: Die Beurteilung von Lehrer*innen im Vorbereitungsdienst (The Assessment of Teachers in Preparatory Service)

The Assessment of Teachers in Preparatory Service is the subject of Christoph Kruse's dissertation (Research Group Didactics and Classroom Research) which has now been published in the “Rekonstruktive Bildungsforschung” series by Springer. In his study, Christoph Kruse uses written reports from teacher training as previously unexplored data material and asks how and with which criteria subject and school administrators assess the (lack of) success of teachers in preparatory service. Embedded in the context of professional research, insights into assessment practices in preparatory service and the relevant expectations, evaluation, and legitimation patterns are generated using (constructivist) grounded theory methodology. The study shows how the interweaving of these phenomena serves to transform the assessment of contingent situations into a clear and justifiable assessment of individuals. Expectations regarding lesson planning, interaction, and debriefing are identified as decisive factors for success. Based on this, problematic aspects of assessment—such as the “teacher’s personality” or the idea of the controllability of student behavior—can be explained as functional for the legitimization of the evaluation of trainee teachers. Expert opinions provide research-based insights into preparatory service that go beyond assessment practice.

Kruse, Chr. (2026). Die Beurteilung von Lehrer*innen im Vorbereitungsdienst (Rekonstruktive Bildungsforschung, Bd. 53). Springer VS. https://doi.org/10.1007/978-3-658-50449-6