Research network ALL-GS - Adaptiv teaching in primary education

• Applicant: Professor Dr. Rene Schroeder
• Subject Area: General and Domain-Specific Teaching and Learning
• Term: since 2025
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 569975335

The aim of the proposed network is the systematic and discursive examination of the concept of adaptive teaching and adaptive teaching competence in the context of inclusive teaching in primary education. The focus is on the joint development of theoretical, conceptual and empirical perspectives on adaptive teaching, taking current challenges into account. In interdisciplinary working meetings, central topics will be focused on and deepened in a collegial exchange. The focus is on the following fields of work: 1. definition of terms and theory development: clarification and typologization of different understandings of adaptivity and adaptive teaching competence. 2. interdisciplinary connections: Analysis of interfaces and areas of tension between inclusive primary education and research on teaching and learning. 3. primary education and adaptivity: discussion of the relationship between the aims of primary education and the conceptual and research-methodological focus on adaptive teaching. 4. subject-specificity versus generalization: Discussion of the extent to which adaptive teaching competence can be conceived as subject-specific or understood as a generic element of professional action. 5. adaptivity and digitalization: exploring the opportunities and ethical challenges of using digital tools in the context of adaptive diagnostic and teaching strategies. The aim of the network is to bring together previously largely fragmented theoretical-conceptual and research-methodological approaches to the topic and to further develop them in a joint exchange. The aim is to identify both cross-disciplinary synergies and context-specific differentiations. This is going to take place along five central questions: Q1: What conceptual understandings of adaptivity or adaptive teaching competence can be found in different discourses and can a consensual understanding be derived for research into inclusive primary education? Q2: What interdisciplinary connections, intersections and divergences arise from the perspectives of different educational science reference disciplines? Q3: What is the relationship between objectives and research perspectives on instructional adaptivity and the premise of primary education for all children? Q4: Is instructional adaptivity or adaptive teaching competence a generic characteristic or can it be conceptualized generically or does it require a didactic reference in the context of primary school teaching? Q5: How is teaching adaptivity (re)constructed in the context of AI and digitalization and how does this change the functions of diagnostics and individualization in teaching-learning interactions and the associated professional action patterns of teachers?

• DFG Programme: Scientific Networks
• Co-Investigator: Dr. Anne Reh