Seminar papers: In the field of educational sciences, 13 student seminar papers have been written as a result of cross-phase collaboration. Students observed lessons taught by trainee teachers and, based on the relevant lesson transcripts, produced a seminar paper focusing on the pupils’ learning activities. In addition, around 60 reports on the general school placement and around 20 further seminar papers were written, in which the same principle was applied but which did not involve trainee teachers.
Bachelor’s theses Casten, Anika; Schönenoom, Frederike: ‘An intervention study on the development of diagnostic competence among trainee teachers of the subject of biology’ (biology didactics). Skubinn, Julia: ‘Development of instruments for diagnosing assessment competence on the topic of PID’ (biology didactics).
Master’s theses Bumke, Inga; Klose, Swantje: “A qualitative study of teachers’ diagnostic processes in the area of assessment” (Biology Education). Henken, Thomas: ‘Assessing eighth-grade pupils’ basic conceptions of covariation using diagnostically designed tasks’ (Mathematics Education: The diagnostic project in the OLAW accompanying seminar served as a pilot study for this Master’s thesis). Huber, Maren: “Diagnosis of assessment competence in role-play” (Biology Education). Leja, Amelie Mira: “Promoting diagnostic and differentiated elements in teacher training in chemistry didactics – a companion study to the OLAW project on criteria-guided development of instruments for internal differentiation” (Chemistry Didactics). Doctoral theses Steffen, Benjamin: ‘Investigation into the diagnostic competence of qualified teachers regarding ethical evaluation’ (Biology Education, grant from the German Federal Environmental Foundation).

Written theses during pre-service teacher training at the Leer Teacher Training College: Braun, Marina (2012): An investigation into the learning effectiveness of various learning activities in a webquest on the topic of ‘straight lines’ in Year 8 mathematics lessons at a grammar school. Käfer, Jan (2012): Pupils’ conceptions of chemical reactions – a study in Year 7 chemistry lessons at a grammar school. Scheuermann, Jochen (2012): An investigation into the effects of task variations on the development of problem-solving skills in Year 8 mathematics lessons at a grammar school. Schlüter, Ann-Kristin (2012): A study on the development of competence through self-assessment and peer assessment in the topic ‘Basic concepts of fractions’ in Year 5 mathematics lessons at a grammar school. Zang, Vitali (2012): Development of interventions to address misconceptions regarding the acid-base concept in Year 10 chemistry lessons at grammar school.
Oldenburg Teacher Training College: Bock, Kathrin (2012): The scientific inquiry process in the class of Year 6 chemistry lessons at grammar school – An investigation into pupils’ competences in separating a mixture of substances. Lübsen, Dirk (2012): Development and evaluation of exercises on redox potential, using the example of their application in a basic-level course for Year 11. Wilhelmshaven Teacher Training College: Klabes, Yvonne (2012): Does the concept of ‘building blocks’ facilitate an understanding of the discontinuous nature of matter? – A study in the seventh class at a grammar school. Nashan, Mika (2012): Knowledge of selected energetic processes – investigated in the 10th class of the grammar school stream at a cooperative comprehensive school. Sluiter, Jonas (2012): Implementation of the ‘choice2learn’ concept using chemical bonding as an example – A study in chemistry lessons at the qualification stage. Publications Eberhardt, Susann; Jahnke-Klein, Sylvia; Kiper, Hanna; Krause, Bettina & Petri, Jürgen (2011): Developing diagnostic competence through peer classroom observation. In: Oldenburg Preprints 592/11. Centre for Didactics: Oldenburg. Fischer, Astrid; Niesel, Verena & Sjuts, Johann (eds.) (2011): Teaching and Learning Laboratories and their significance for schools and teacher training. A review within the OLAW joint project. Oldenburg. Fischer, Astrid & Komorek, Michael (2012) Design and implementation of the OLAW joint project. In: Bernholt, Sascha (ed.). Concepts for Subject-Specific Didactic Structures in Teaching. Proceedings of the Annual Conference of the Society for the Didactics of Chemistry and Physics in Oldenburg 2011, LIT-Verlag: Münster, pp. 152–154. Fischer, Astrid & Sjuts, Johann (2011): Diagnostic competence and the difficulty of assessment. In: Contributions to Mathematics Teaching 2011, pp. 259–262. Fischer, Astrid (2011): Teaching and learning laboratories for problem-solving in mathematics for pupils and trainee teachers (Mathematics workshop). In: Fischer, Niesel & Sjuts (eds.). Teaching and Learning Laboratories and their Significance for Schools and Teacher Training. A Review within the OLAW Joint Project. Oldenburg, pp. 93–97. Fischer, Astrid & Niesel, Verena & Sjuts, Johann (2012): OLAW: Collaborative teacher training – developing diagnostic and support skills in the classroom and in teaching and learning laboratories. In: C. Freitag & I. von Bargen (eds.): Practice-based research in teacher education. Berlin 2012, pp. 95–104. Fischer, Astrid & Sjuts, Johann (2012): Developing diagnostic and support skills in mathematics – a pilot project on the integration of teacher training phases. In: Contributions to Mathematics Teaching 2012, pp. 253–256. Fischer, Astrid & Sjuts, Johann (2012): Initiatives and impetus for the integration of teacher training phases and for the further development of diagnostic competence. In: Mitteilungen der Gesellschaft für Didaktik der Mathematik No. 93, 2012, pp. 33–36. Fischer, Astrid & Sjuts, Johann (2011): Development of diagnostic and support skills in the subject of mathematics – results of a pilot project on the integration of teacher training phases. In: SEMINAR – Teacher Training and School. Issue 4, 2011, pp. 31–47. Jahnke, Lena & Hößle, Corinna (2011): Developing diagnostic competence in teaching and learning laboratory situations – an opportunity for teacher education. In: Fischer & Niesel & Sjuts (eds.). Teaching and learning laboratories and their significance for schools and teacher education. A review within the OLAW joint project. Oldenburg, pp. 115–128. Jahnke, Lena & Hößle, Corinna (2012): Training of biology teachers: Development of diagnostic competence. In: Bernholt, Sascha (ed.). Concepts for subject-specific didactic structuring in the classroom. Proceedings of the Annual Conference of the Society for the Didactics of Chemistry and Physics in Oldenburg 2011, LIT-Verlag: Münster, pp. 155–157. Jahnke, Lena & Hößle, Corinna (2011): Approaches to linking the first and second phases of teacher training in teaching and learning laboratory situations in the subject of biology (Biology workshop). In: Fischer, Niesel & Sjuts (eds.). Teaching and Learning Laboratories and their Significance for Schools and Teacher Education. A Review within the OLAW Joint Project. Oldenburg, pp. 71–84. Jahnke-Klein, Sylvia & Kiper, Hanna (2012): Development of diagnostic and support skills through peer observation by students and trainee teachers. In: C. Freitag & I. von Bargen (eds.): Practice-based research in teacher education. Berlin 2012, pp. 105–114. Kiper, Hanna & Komorek, Michael & Sjuts, Johann (2010): North-West Pilot Project: Developing diagnostic and support skills in the classroom and in teaching and learning laboratories. A joint project to integrate the phases of teacher training – awarded a prize by the Stifterverband für die Deutsche Wissenschaft. In: SEMINAR – Teacher Education and Schools. Issue 2, 2010, pp. 115–122. Kiper, Hanna (2011): Teaching and Learning Laboratories and Classroom Teaching – Reflections on classroom development and didactic development research as a task for teachers and (subject) didacticians. In: Fischer, Niesel & Sjuts (eds.). Teaching and Learning Laboratories and their Significance for Schools and Teacher Education. A Review within the OLAW Joint Project. Oldenburg, pp. 107–114. Komorek, Michael (2011): Pupil laboratories as extracurricular learning environments. In: Fischer, Niesel & Sjuts (eds.). Teaching and Learning Laboratories and Their Significance for Schools and Teacher Education. A review within the OLAW joint project. Oldenburg, pp. 13–18. Komorek, Michael & Michaelis, Julia (2011): The OLAW joint project – developing diagnostic and support skills. In: Höttecke, Dietmar (ed.). Science Education as a Contribution to the Shaping of Participatory Democracy. Proceedings of the Annual Conference of the Society for the Didactics of Chemistry and Physics in Potsdam 2010, LIT-Verlag: Münster, pp. 211–213. Michaelis, Julia (2011): From Regular Lessons to Teaching-Learning Laboratories: Support Options for Schools and Teacher Education (Chemistry Workshop). In: Fischer, Niesel & Sjuts (eds.). Teaching-Learning Laboratories and Their Significance for Schools and Teacher Education. A Review within the OLAW Joint Project. Oldenburg, pp. 85–91. Michaelis, Julia & Burrichter, Anja (2012). OLAW – Collaborative Teacher Training: Developing Diagnostic Competence in a Cooperative Seminar on Chemistry Didactics for Teacher Training Students and Trainee Teachers. In: S. Bernholt (ed.): Science Education as a Contribution to the Shaping of Participatory Democracy. Proceedings of the Annual Conference of the Society for the Didactics of Chemistry and Physics in Oldenburg 2011. Münster: LIT-Verlag, pp. 158–160. Osewold, Daniel & Komorek, Michael (2011): Seminar concept for the design and assessment of teaching, learning and experimental situations (Physics workshop). In: Fischer, Niesel & Sjuts (eds.). Teaching and learning laboratories and their significance for schools and teacher training. A review within the OLAW joint project. Oldenburg, pp. 99–106. Sjuts, Johann (2010): Acquiring task competence – an exemplary link to the professional field in teacher training. In: Contributions to Mathematics Teaching 2010, pp. 807–810.
Sjuts, Johann (2010): Lower Saxony model project on new approaches to teacher training. In: Schulverwaltungsblatt 8/2010, p. 310. Sjuts, Johann (2010): Cross-phase professional development using problem-solving competence as an example. In: Burkard, Karl-Josef; Freisel, Ludwig & Krause, Bettina (eds.): Continuity and Change in Teacher Education. Festschrift for Hartmut Kretzer. Oldenburg 2010, pp. 87–100. Sjuts, Johann (2011): STEM laboratory activities in the OLAW joint project. In: Fischer, Niesel & Sjuts (eds.). Teaching and Learning Laboratories and their Significance for Schools and Teacher Education. A Review within the OLAW joint project. Oldenburg, pp. 129–174. Sjuts, Johann (2012): Integration of the first and second phases of teacher training – the OLAW joint project. In: SEMINAR – Teacher Training and Schools. Issue 2, 2012, pp. 46–51 Steffen, Benjamin & Hößle, Corinna (2012): Assessment of ethical judgement skills relating to climate change. In: D. Elster, A. Schultz-Siatkowski & F. Wischmann: 14th Spring School of the Biology Didactics Section. Conference proceedings. Aachen: Shaker Verlag, pp. 34–35. Presentations at conferences in 2012 18 January 2012 in Bonn:
Fischer, Astrid & Niesel, Verena & Sjuts, Johann: “OLAW – Teacher training in a joint project. North-West Model Project: Developing diagnostic and support skills in the classroom and in teaching and learning laboratories”. Workshop organised by the Stifterverband für die Deutsche Wissenschaft on the competition “From the university to the classroom: New avenues of collaboration between universities and teacher training colleges in teacher training”. 10 February 2012 in Oldenburg:
Sjuts, Johann: “Models of subject-specific didactic structuring in the various phases of teacher training”. Workshop as part of the doctoral programme on subject-specific didactic structuring (ProfaS) at the University of Oldenburg. 23–24 February 2012 in Hamburg:
Sjuts, Johann: “Teacher Training in the OLAW Joint Project”. Workshops at the 11th Expert Conference “Innovative Forms of Linking Theory and Practice in Teacher Training” at the State Institute for Teacher Training and School Development, Hamburg.

5–9 March 2012 in Weingarten:
Fischer, Astrid & Sjuts, Johann: “Developing diagnostic and support skills in mathematics – a pilot project to integrate the phases of teacher training”. Weingarten University of Education, 46th Conference on the Didactics of Mathematics, Annual Conference of the Society for the Didactics of Mathematics. 22 March 2012 in Oldenburg:
Hartke, Stephanie & Jahnke-Klein, Sylvia & Kiper, Hanna & Krause, Bettina & Petri, Jürgen: “Development of diagnostic competence through peer classroom observation”. Symposium “Gradual competence acquisition in lesson analysis” as part of the OLAW joint project at the University of Oldenburg. Ehrig, Detlef: “Classroom observation, lesson analysis and the reflection cycle using digital media”. Symposium on “Gradual competence acquisition in lesson analysis” as part of the OLAW joint project at the University of Oldenburg. 4 June 2012 in Münster:
Hößle, Corinna: “Promoting and diagnosing evaluative competence using selected examples from medical and environmental ethics”. Lecture at the University of Münster. 8 June 2012 in Oldenburg:
Sjuts, Johann: “Teacher training in the OLAW joint project”. University of Oldenburg, 140th session of the School–University Discussion Group. 4–6 July 2012 in Tuttlingen:
Hößle, Corinna: ‘Promoting and Assessing Assessment Competence’. Workshop at the Academy for Teacher Training and Human Resource Management in Tuttlingen on Lake Starnberg. 26 August 2012 in Munich:
Hößle, Corinna: ‘Promoting and Assessing Assessment Competence’. Workshop at the TUM School of Education, Technical University of Munich. 26 September 2012 in Oldenburg:
Meyer, Alexander: “Assessment in Mathematics: Identifying thought processes, providing individual support!” Lecture at the 29th Pedagogical Week in Oldenburg. 27 September 2012 in Hanover:
Sjuts, Johann: “OLAW – Teacher Training in a Joint Project. North-West Pilot Project: Developing diagnostic and support skills in the classroom and in teaching and learning laboratories”. Conference of seminar leaders for teacher training at grammar schools in Lower Saxony.

28 September 2012 in Oldenburg:
Sjuts, Johann: “Cross-phase teacher training”: Panel discussion during the conference “Ways to raise the profile of teacher training” at the University of Oldenburg. 18 October 2012 in Oldenburg:
Kiper, Hanna & Jahnke-Klein, Sylvia: “Focusing on Cognitive Learning Processes – Analysing Classroom Scenes Based on Transcripts”. Workshops at the symposium “The Value and Effectiveness of Research-Oriented Learning in the Teaching Profession” as part of the OLAW joint project at the University of Oldenburg. Michaelis, Julia & Leja, Amelie Mira: “The particles of the tree begin to burn and are thereby destroyed. Recognising, reflecting on and developing pupils’ conceptions in everyday teaching in a differentiated manner”. Workshops at the symposium ‘The Value and Effectiveness of Research-Oriented Learning in the Teaching Profession’ as part of the OLAW joint project at the University of Oldenburg. Theiner, Anke & Steffen, Benjamin: “Pupils experiment with snails – diagnosing learning processes using a video recording”. Workshops at the symposium “Value and Effectiveness of Research-Oriented Learning in the Teaching Profession” as part of the OLAW joint project at the University of Oldenburg. Fischer, Astrid & Körner, Henning: “Analyses of written solutions to maths problems: What conclusions can we draw about thought processes?”. Workshops at the symposium “The Value and Effectiveness of Research-Oriented Learning in the Teaching Profession” as part of the OLAW joint project at the University of Oldenburg. Komorek, Michael: “Experimentation in physics lessons – diagnosing insightful thought processes”. Workshops at the symposium “The Value and Effectiveness of Research-Oriented Learning in the Teaching Profession” as part of the OLAW joint project at the University of Oldenburg. 26–27 October 2012 in Stuttgart:
Kiper, Hanna & Sjuts, Johann: “OLAW – Teacher training within the joint project. North-West Pilot Project: Developing diagnostic and support skills in the classroom and in teaching and learning laboratories”. Conference “New Approaches in Teacher Education – Opportunities for Institutional Networking” at the State University of Music and Performing Arts, Stuttgart. Kiper, Hanna: ‘Classroom observation by students and trainee teachers as part of peer-organised classroom visits – a foundation for developing a diagnostic perspective’. Conference ‘New Approaches in Teacher Training – Opportunities for Institutional Networking’ at the State University of Music and Performing Arts, Stuttgart. Sjuts, Johann: “Process assessment in mathematics.” Conference “New Approaches to Teacher Training – Opportunities for Institutional Networking” at the State University of Music and Performing Arts, Stuttgart. 19 November 2012 in Bremerhaven:
Hößle, Corinna: “Promoting and diagnosing evaluation skills using climate change as an example”. Presentation at the MNU conference in Bremerhaven. 20 November 2012 in Bielefeld:
Fischer, Astrid: “Developing diagnostic and support skills in joint courses across training phases within the OLAW project”. Workshop at the conference “Models of Research-Based Learning” at Bielefeld University.