THE UNEXAMINED COURSE IS NOT WORTH GIVING - THE BENEFITS OF EMPIRICAL RESEARCH FOR TEACHER TRAINING CURRICULUM DESIGN

Teacher training in most subjects rests on four equally important pillars: studying the subject as an academic discipline, studying subject didactics as an academic discipline, training in subject-specific problem-solving in everyday-life and training in problem-solving in regard to teaching the subject. The specific contents of each pillar should not be chosen by subjective preferences or politically motivated education plans alone, but - at least in part - by using empirical research within one's scientific field. This article uses empirical findings in the field of ethics and philosophy as an example for cornerstones of evidence-based curriculum design.