Teaching quality is always generic and subject-specific. A commentary from the perspective of cognitive psychology and teaching-learning theory

Abstract

For a long time, general didactics and teaching research were almost exclusively oriented towards generic quality characteristics of teaching. Today, however, subject-didactic characteristics are increasingly being taken into account. The article first traces some lines of development that have led in recent years to the recognition of a need and to a growing interest in subject-didactically differentiated classroom research. Afterwards, a number of theoretical problems are named, which we consider important as desiderata of a subject-didactically differentiated classroom research. The article concludes by outlining research and development tasks that can only be solved by the participating actors and disciplines in transdisciplinary cooperation, and which have in common a strengthening of empirical approaches.