Oldenburg sub-project

Functions and Research Focus The sub-project at the Oldenburg location assumes two central functions: overall coordination of the collaborative project and content-related management of the transfer in Lower Saxony. The focus here is on the context-specific adaptation and evaluation of the video-based case work.

The Oldenburg sub-project closely links transfer work and research. The main areas of focus are:

• Network management, to support the transfer alliances organizationally as well as conceptually and in terms of content (→ collaborations between science, continuing education practice, and educational administration)
• Adaptation, which tailors the transfer subjects to the specific target groups and contexts in Lower Saxony
• Anchoring, to sustainably establish the teaching and learning formats across three levels: teacher education, continuing teacher training, and regional school (sports) development

Central Research Questions Central research questions include:

• How do teaching and learning formats change through context-specific adaptations?
• What factors influence the effectiveness of video-based case work?
• What role do perceived relevance, support, and institutional embedding play?

Methodology Methodologically, the sub-project utilizes qualitative methods (observations, artifact analyses), quantitative competence tests based on established vignette instruments, and the systematic feedback of results into the DBR cycles. An additional focus is on evaluating the digital media strategy: website, Open Educational Resources, and social media formats. In doing so, Oldenburg makes a central contribution to the dissemination and sustainable anchoring of the project results.

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The team

Flensburg sub-project

Focus: Qualitative Governance Analysis – How do discourses, communication processes, and institutional routines operate within the transfer process?

The Flensburg sub-project investigates how concepts of inclusive education are transferred, adapted, and made effective in teacher education and schools. The central focus is on how scientific knowledge, professional routines, administrative guidelines, and school practice interact during the transfer, and where tensions arise in the process. Transfer is not understood as a simple passing on of findings, but rather as a collaborative negotiation and translation process. The goal is to make empirically visible the conditions under which transfer succeeds, where it reaches its limits, and how inclusive education is negotiated within school structures.

The Flensburg sub-project approaches this objective from a governance theory and qualitative-reconstructive perspective. At its core is the question of how transfer concepts for inclusive education in schools and teacher education are practically generated, coordinated, legitimized, and limited. The starting point is the observation that in recent years, numerous concepts, modules, and materials for promoting inclusive education have been developed, yet their transition into school practice often falls short of expectations. This points less to a mere deficit in application and more to fundamental tensions between scientific knowledge, professional routines, institutional governance logics, and school-based problem perceptions.

Therefore, the project investigates transfer not as a linear transmission of scientific findings, but as a relational, co-constructive, and conflictual practice. From a practice-theoretical perspective, it asks how actors in processes of "doing transfer" translate knowledge, negotiate responsibilities, stabilize or shift expectations, and simultaneously update normative ideas of inclusion, performance, professionalism, and feasibility within schools. A governance theory perspective makes it possible to analyze these processes as an interplay of different forms of governance: scientific evidence, administrative guidelines, professional interpretations, and school routines do not merge seamlessly, but rather generate specific problems of fit.

The aim of the sub-project is to make the possibilities and limitations of transfer concepts for inclusive education empirically visible. This is intended to develop a deeper understanding of the conditions under which transfer succeeds, where it is blocked, and the extent to which inclusive education, in particular, appears as a contested subject within exclusionary school structures.

The team

Kiel sub-project

The sub-project at the Kiel location is responsible for the content-related management of the transfer of the teaching and learning format in Schleswig-Holstein.

Similar to the Oldenburg location, the focus here is particularly on the context-specific adaptation and evaluation-based further development of the transfer subject, with the co-constructive involvement of all participating actors.

To achieve this, various transfer alliances as well as a Transfer and Transformation Hub are to be established in the state. The intention is a sustainable implementation of the teaching and learning format, tailored to the specifics and needs of different transfer contexts (university teacher education, continuing teacher training and professional development, regional school (sports) development). In line with a Design-Based Research approach, the transfer subject is to be further developed over two cycles.

Central research questions to be investigated within this framework focus on, among other things, various factors influencing the further development of situation-specific skills, the effects of the respective interventions on these skills, as well as the perceived relevance of the teaching and learning format for the participants.

Methodologically, qualitative methods (observations, artifact analyses, group discussions, think-aloud protocols) as well as quantitative competence tests based on established vignette instruments are planned.

The team

Osnabrück sub-project

Sub-project Osnabrück

Research Project

How can transfer succeed in practice?
At the Osnabrück site, we investigate the conditions under which innovative teaching and learning formats for inclusive physical education can be successfully implemented. We are interested in what supports the transfer into practice - and what makes it more difficult. In doing so, we look at different contexts: university teacher education, continuing teacher education, and all-day schooling.

Research Focus

How can scientifically developed concepts be sustainably implemented in practice?
We examine how evidence-based, video-based case work for inclusive physical education can be successfully implemented and anchored in the long term. The focus is on conditions that promote or hinder transfer - for example, cooperation, framework conditions, or the perspectives of those involved. The aim is to gain a better understanding of how innovations can become effective in different educational settings.

Goals of the Osnabrück Site

What do we want to achieve?

• Identify enabling and hindering conditions for successful transfer.
• Understand how innovative teaching and learning formats are implemented in different contexts.
• Generate insights for the sustainable anchoring of inclusive educational offerings.
• Support the further development of evidence-based transfer strategies.

Tasks of the Osnabrück Site

What is Osnabrück's role in the project?
The Osnabrück site supports the implementation and transfer research within the project. We investigate how the transfer subject is received, implemented, and used in the long term across different contexts. To this end, we work closely with the other project sites and combine quantitative research with qualitative insights from the project consortium.

Collaboration in the GI Hub

How do the sites work together?
Within the Governance and Implementation Research Hub (GI Hub), Osnabrück works closely with the Flensburg site. While Flensburg qualitatively examines exchange processes, perspectives, and practices, Osnabrück analyzes the quantitative conditions for successful implementation and sustainable transfer. This creates a comprehensive view of processes of change in practice.

Relevance

Why is this important?
Good concepts alone are often not enough - what matters is whether they are adopted in practice and used sustainably over time. For this reason, the Osnabrück site investigates how evidence-based approaches for inclusive physical education can be sustainably anchored in pre-service training, professional development, and continuing education.

The team