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educational myths: Misconceptions in the context
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This thesis examines the prevalence and impact of educational myths among (prospective) teachers in the German education system. Educational myths are widespread misconceptions that, despite a lack of empirical evidence, often serve as a basis for pedagogical action and can thus impair both resources at the institutional level and individual learning. The aim of this work was to record the prevalence of such myths, to analyze their connection with educational factual knowledge and to evaluate the extent to which teacher training contributes to the reduction of these misconceptions.Only through targeted education and the direct refutation of common misconceptions can evidence-based teaching be promoted in the long term.
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This thesis examines the prevalence and impact of educational myths among (prospective) teachers in the German education system. Educational myths are widespread misconceptions that, despite a lack of empirical evidence, often serve as a basis for pedagogical action and can thus impair both resources at the institutional level and individual learning. The aim of this work was to record the prevalence of such myths, to analyze their connection with educational factual knowledge and to evaluate the extent to which teacher training contributes to the reduction of these misconceptions.Only through targeted education and the direct refutation of common misconceptions can evidence-based teaching be promoted in the long term.
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