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<p>This article presents an online survey on the characteristics of good teaching among pre-service and in-service teachers (<i>N</i> = 348) in the subjects German as a&#xa0;First Language, English as a&#xa0;Foreign Language, Protestant Religious Education, Latin, and Music Education. The participants were asked to indicate which characteristics they associate with good teaching in their subject and to assess the relevance of generic and subject-specific aspects discussed in educational science and subject-matter didactics for their respective discipline. The results, which focus on an interdisciplinary synopsis, confirm many research-based criteria from a&#xa0;practical perspective. However, in addition to an interdisciplinary focus on individual generic aspects, they also highlight subject-related differences. Furthermore, the participants’ free-text responses in all the domains analysed provide valuable information on characteristics of good teaching that have so far received scant scholarly attention. The article thus contributes to the educational science and subject-matter didactic discourse on the generic and subject-specific nature of teaching characteristics.</p>

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Merkmale guten Unterrichts aus Sicht von (angehenden) Lehrkräften – Ergebnisse einer Onlinebefragung in den fünf Unterrichtsfächern Deutsch, Englisch, Evangelische Religion, Latein und Musik

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月31日

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  • Alfred Lindl,
  • Laura Simböck,
  • Mara Rader,
  • Maria Hofrichter,
  • Maximilian Gutsmiedl,
  • Stefan Böhringer,
  • Patrick Ehrich

摘要

This article presents an online survey on the characteristics of good teaching among pre-service and in-service teachers (N = 348) in the subjects German as a First Language, English as a Foreign Language, Protestant Religious Education, Latin, and Music Education. The participants were asked to indicate which characteristics they associate with good teaching in their subject and to assess the relevance of generic and subject-specific aspects discussed in educational science and subject-matter didactics for their respective discipline. The results, which focus on an interdisciplinary synopsis, confirm many research-based criteria from a practical perspective. However, in addition to an interdisciplinary focus on individual generic aspects, they also highlight subject-related differences. Furthermore, the participants’ free-text responses in all the domains analysed provide valuable information on characteristics of good teaching that have so far received scant scholarly attention. The article thus contributes to the educational science and subject-matter didactic discourse on the generic and subject-specific nature of teaching characteristics.