Master's theses (M.Ed.)
Master's theses (M.Ed.)
Supervision of Master's theses (M.Ed.)
The team in the ‘Pedagogy and Didactics of Early Years and Primary Education’ research group supervises and assesses Master’s theses for the M.Ed.
Applications for supervision must be accompanied by a brief synopsis (2–3 pages) of the proposed thesis and a realistic timetable.
Supervision/assessment of Master’s theses is only possible if the research question of the proposed thesis has been developed and agreed within the context of one of our PRX courses (project module):
PRX-GS seminar titles 2024–2026:
- School absenteeism in primary schools: The school as a network partner in the educational landscape (Spies)
- School absenteeism in primary schools: Educational biographical perspectives on life coping strategies (Spies)
- School absenteeism in primary schools: Educational biographical perspectives on life coping strategies (Eggert-Boraczynski)
PRX-GS seminar titles 2022–2024:
- Educational biographical perspectives on coping strategies among children transitioning from primary to lower secondary school (Gerheim)
- Child protection in primary education (Gerheim)
- Primary school as a network partner within the educational landscape (Eggert-Boraczynski)
PRX-GS seminar title 2021–2023:
- Primary education as a network partner within the educational landscape (Spies)
- Child protection in primary education (Spies)
- Educational biographical perspectives on children’s coping strategies during the transition to school and into lower secondary education (Steinbach)
Please note for your planning purposes that, in order to manage the workload (regular teaching and examination commitments), we will no longer be able to commit to early assessments (application deadline for teacher training placements) during the summer semester.
A Master's thesis (career goal: primary school teaching) based on the module biw-PRX 566
For a PDF version of the complete revised module concept for biw-PRX 566 from the Winter Semester 22/23 cohort onwards (as at October 2022), please click here!
The educational studies curriculum for the Master’s programme, as well as the associated teaching concept for the practical phase, expressly provides that students aiming to become primary school teachers have the option of developing their Master’s thesis in the fourth semester of the Master’s programme based on their research project from the first to third semesters. To this end, they are free to choose whether to adopt an empirical approach based on their data, or to select a theoretical and discursive research question for their Master’s thesis based on their findings – which, however, must always incorporate aspects of school development and is subject to an initial assessment by the lecturers supervising this process, followed by a second assessment by another lecturer outside the project context. In addition, the colloquium that is a compulsory component of the Master’s thesis is led by lecturers who are not involved in the project development and assessment process, so that constructive feedback can be provided.
The concept provides for three options in this regard:
- Starting points derived from SWOT findings for in-depth analyses of subject-specific discourse in the sense of so-called ‘literature review’
- A starting point for in-depth empirical analysis (case study) of the PZI data (e.g. content analysis, objective hermeneutics, etc.)
- secondary analytical evaluations of the group data sets and findings collected in the project volume in subsequent Master’s theses (4th semester). As students in the GHR programme are not required to submit an empirical Master’s thesis, there is a wide scope for thematic expansion without the need to conduct further empirical research.