To path indicator Subpages of “Center“ To navigation To quick access To footer with other services
To content
IFS-Logo and black lettering of the Center for Research on Education and School Development
Department of Educational Sciences and Psychology
[Translate to English:] © Orbon_Alija​/​istock.com

International activities at the IFS

The connection to the international scientific community is of great strategic importance for the IFS.  Thus, the IFS is anchored in top national and international research. Furthermore, scientists regularly publish their research results in English-language journals or present them at international conferences. In addition, the institute regularly hosts visiting scholars; on the one hand, staff members spend research stays abroad, and on the other hand, guest lecturers from abroad come to the institute for research stays, project exchanges or guest lectures. Finally, the area of teaching at the institute is also characterized by its international orientation, as there are, for example, teaching concepts for the implementation of intercultural education in teacher training.

Bild von Menschen auf einem hell gekachelten Platz aus der Vogelperspektive, wobei verschiedene Menschen mit schwarzen Linien verbunden sind © Orbon_Alija​/​istock.com

Latest news

New article published in Teaching and Teacher Education

-
in
  • News
  • International
  • Publications
© 2026 Elsevier B.V. & IFS​/​TU Dortmund
The study examines how serious educational games foster pre-service teachers’ classroom management competencies in inclusive classrooms.

The study “Fostering pre-service teachers’ classroom management in an inclusive classroom: How effective are serious educational games?” by Annika Ohle-Peters and Nele McElvany investigates the potential of Serious Educational Games for teacher education in the digital age.

In this study, 19 serious educational games (SEGs) were developed, set in an inclusive fourth-grade classroom and addressing key aspects of classroom management. 193 pre-service teachers participated in a quasi-experimental control group design in university courses. The analysis examined knowledge about classroom management, attitudes toward inclusive education, and teaching motivation.

The findings show a positive effect of the intervention on one facet of self-perceived knowledge about classroom management among participants in the intervention group.

The results provide important insights for the implementation and the development of serious educational games in teacher education.

To the article: Article in Teaching and Teacher Education

Back