...because this is one way to learn to interrelate research results with teaching practices and performance. (e.g. research experience will help better deal with, and understand, the results of PISA, for example.
…because this is an effective way to grow professionally as a teacher. It is crucial to be able to follow and apply the developments of one’s own field. (In the field of empirical biology didactics, there are more and less useful developments, tendencies and single studies. Without the appropriate scientific knowledge, it is very difficult to properly judge new developments. The non-critical acceptance of every proposed method could easily lead to inadequate teaching-learning practices, followed by inadequate teaching. Also, persisting in using the same pedagogical methods can lead to habitual teaching. Both developments result in bad biology lessons.)
…because it enables teachers to be / stay part of the scientific discourse. Also, this helps empirical work stay connected to practical applications. (Contact between active biology teachers and teaching methodologists is actively encouraged to maintain high standards in both fields. The practical views of teachers are essential – if not crucial – to success in the development and realization of research in biology didactics. At the same time, research in the field of biology didactics gives teachers the opportunity to reflect on their own teaching, review it empirically, improve it and make it available to a critical scientific public. It can only be a benefit to empirically oriented biology didactics that more colleagues take part in didactical discourse. To date, many prospective teachers are not given the type of research-oriented education that can promote and facilitate these possibilities and commitment.)