The chair's research [de] focuses on socio-emotional factors in school motivation and learning processes, individualised teaching/learning processes, stress and well-being, as well as aspects of teacher professionalisation. As the research topics are situated at the intersection of educational science, educational psychology and neuroscience, we mostly use interdisciplinary and methodologically diverse research designs. In addition, we address and empirically investigate current issues in school pedagogy and educational science, formulate implications relevant to schools and design programmes. Our work is based on the viewpoint that innovative empirical educational research from an interdisciplinary perspective with different methodological approaches provides new implications for the individual support of pupils in the school and classroom context and thus contributes to the improved development of the potential of each pupil in terms of maximising educational success and minimising risks and dangerous situations.

The Chair of School Pedagogy teaches theoretical approaches and concepts for structuring school life and teaching, which are based on the standards of the Standing Conference of the Ministers of Education and Cultural Affairs for teacher training. It is particularly important to us to relate the teaching content to everyday pedagogical situations in order to protect prospective teachers from "practice shock". Central questions that are addressed in the courses include:

• What characterises good teaching?
• What aspects determine teaching/learning and motivation processes at school and how can I, as a teacher, influence them specifically?
• What role do social relationships play in the classroom?
• What possibilities are there for analysing lessons?
• How is teaching/school evaluated?
• How do I deal with conflicts?
• How do I recognise and support individual pupil potential?
• What constitutes successful communication with pupils, parents and colleagues?
• Which implications for the school and the planning of lessons arise from current scientific findings in teaching/learning, cognitive, emotional and brain research?

In addition to the theoretical approach to these topics, self-reflective processes, possible activities and instruments for use in teaching practice phases are discussed and tested in order to provide prospective teachers with assistance in successfully mastering the challenges associated with the teaching profession. Further information [de]