Final thesis in the context of research-based teacher education in Germany
A case study of University of Oldenburg
DOI:
https://doi.org/10.57126/noad.2026.64743Keywords:
Final thesis, research-oriented teacher education, research-based learning, teacher professionalisation, teacher education in Germany, primary teacher educationAbstract
Although the final thesis represents the culmination of research-oriented teacher education, it has received little scholarly attention in Germany. This article examines its professionalisation functions and influencing factors (structural, organisational, and didactic), reviews the limited research on the topic, and discusses possible reasons for its underrepresentation within German educational academic discourse. In addition, international research is systematically used as an analytical lens to contextualise the German situation and to identify transferable conceptual insights. A case study at the University of Oldenburg demonstrates how institutional guidelines and a research-based curriculum can integrate the final thesis into teacher training. The findings highlight it as a crucial link between academic preparation and reflective practice. The article argues for establishing research on final thesis as a distinct field in order to strengthen research-oriented, reflective teacher education.
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Copyright (c) 2026 Anke Spies, Udo Gerheim (Författare)
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