Th is article focuses on current developments in the fi eld of school-building layout and design and the resulting challenges for educational science, school development, teacher training, and politics. With special reference to international publications on the topic, it discusses the necessity of a) a systematic evaluation of alternative schoolroom designs as well as b) the continued development of teacher training that takes the layout of the learning environment into consideration.

No abstract

No abstract

Starting from the discussion on the theory- practice relation in educational science, this article focuses on the tradition of action research, particularly in the course of the 1970s. Using the example of Laborschule Bielefeld, a state-run experimental school, it examines the challenges that arise in the attempt to fundamentally question the boundaries between theory and practice in the mode of action research. Not only does it become apparent that the tension between theory and practice cannot be completely resolved – even if an attempt is made to resolve it constructively in a group of “teacher researchers” who act as autonomously as possible – but the fundamental difficulties of participatory research in the field of pedagogy are revealed.

No abstract