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Fritz, S., Karin, B., Hildegard, L., Karl, P., Martin, S., & Jutta, W. (1996). Consideration about Paradox of Teachers’ Action in Dimensions of School Organization. In W. Helsper, H.-H. Krüger, & H. Wenzel (Eds.), School and Society in Change, Theoretical and International Perspectives (pp. 333-377, Vol. 1). Weinheim: Deutscher Studienverlag.

has been cited by the following article:

• TITLE: Teacher-Student-Relationships in Teacher Education: Exploring Three Projects of Knowledge Transfer into Action

  AUTHORS: Gisela Steins, Bita Behravan

  KEYWORDS: Teacher-Student-Relationships, Theory Practice Transfer, Teacher Education, Apprenticeship of Observation

  JOURNAL NAME: Psychology, Vol.8 No.5, March 31, 2017

  ABSTRACT: How teachers are best educated is a question that has been discussed for a long time. One perspective to this debate focuses particularly on dovetailing theoretical knowledge with practice. The present research is devoted to the specific exploration of this dovetailing: Three projects are presented that allow a direct transfer of knowledge into practice. The critical knowledge in the projects focuses explicitly on creating a supportive teacher-student-relationship. In the theoretical part of this contribution, the relevance of a supportive teacher-student-relationship is discussed according to the background of teacher students’ apprenticeship of observation. The research question is if the projects deliver strategies, ways and solutions to challenge the contents of apprenticeship of observation and accordingly to transfer empirically-based knowledge into action of teachers with regard to creating a supportive teacher-student-relationship. Project 1 refers to accompanied sponsorships between teacher students and pupils (N = 15), project 2 combines classroom management knowledge with teaching social learning in a class (N = 13) and project 3 refers to the reintegration of mentally ill students back to school (N = 10). Qualitative analysis of knowledge transfer grounds on self-reports of teacher students and partly observation of teacher educators. The results hint to the value of action in academic education and are discussed in relation to their effects of gaining competencies and their feasibility.