Dr. Constanze Saunders

Dr. Constanze Saunders forscht im Bereich der Lehrkräftebildung mit Fokus auf Hochschuldidaktik, inklusive Bildung und Mehrsprachigkeit. Ihre Arbeit verbindet empirische und qualitative Sozialforschung, um Schulentwicklung und Spracherwerb, insbesondere Deutsch als Zweitsprache, zu untersuchen. Sie setzt partizipative Forschungsansätze ein, um Sprachkontakt und Sprachvariation in der empirischen Schulforschung zu analysieren. Zudem nutzt sie Methoden der Korpusanalyse, um Sprachvariation und pädagogische Prozesse zu dokumentieren.

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• Humboldt International Teacher Training (HIT) - Intercultural Learning in Germany and South Africa

  Quelle ↗

  Förderer: DAAD Zeitraum: 01/2021 - 12/2024 Projektleitung: Dr. Constanze Saunders, Kathinka Rosenkranz

• Making sense of research-based learning in teacher education

  2019

  Teaching and Teacher Education · DOI

• Preservice Teachers on Their Way to Becoming Reflective Practitioners: The Relevance of Freedom of Choice in Research-Based Learning

  2020

  Scholarship and Practice of Undergraduate Research · DOI

  According to self-determination theory, the feeling of autonomy during learning is a prerequisite for intrinsically motivated learning. Applied to research-based learning in teacher education, choices in designing a research project for the school context might foster a researching-reflective attitude toward practice. This hypothesis was tested with a sample of 1,133 preservice teachers in a program at a large German university. Undergraduate students were surveyed regarding their beliefs about a reflective teaching practice at the beginning and the end of their research course, as well as the nature of freedom of choice within their project work. Multiple regression analysis showed that freedom for students in choosing the research instrument was positively associated with their beliefs about the benefits of conducting research for their teaching practice.

• 19 Sheltered Instruction Observation Protocol (SIOP)

  2023

  DOI