Application deadline expired on 23.09.21.

The study of heterogeneity, diversity and intersectionality in educational science and subject didactics has been widely anchored in various sub-disciplines for many years. HERESIE focusses on religion as a dimension of difference, which is of great importance with regard to processes of inclusion and exclusion: (ascribed) religion functions in this respect as a social marker of difference and has thus supplemented, if not largely replaced, the concept of culture. In view of this, it is surprising that religion as a dimension of difference plays a rather minor role in most educational science disciplines, while religious education, for its part, largely ignores the social embedding of the thematisation of religion in schools, in particular dominance structures and the associated issues of exclusion and discrimination, or at least refrains from adopting post-colonial, post-structuralist and (de)constructivist approaches.

In line with the call for proposals, the project aims to use fundamental theoretical clarifications to develop (didactic) models in order to examine and scrutinise explanatory and decision-making models more closely with the aim of developing a critical-reflexive professionalism both in the context of teacher training and in the school context. In particular, the aim is to investigate how the tension between deconstructive approaches and a simultaneous recognition of (self-)positioning in (religious) categories can be endured and dealt with without essentialising assumptions.

PD Dr Tilmann Hannemann, Religious Studies, Institute of Philosophy

Prof. Dr Dr Joachim Willems, Religious Education, Institute for Protestant Theology and Religious Education

Application deadline expired on 09/09/21.

Digital media offer great didactic potential for the cross-location design of teaching-learning processes for geographically dispersed target groups with consistently positive effects. Not least for this reason, they are particularly interesting for in-service training programmes. In teacher training and further education in Germany, however, the few digital concepts to date are mostly limited to the accompanying or downstream provision of content in databases or to rather simple blended learning concepts. This is particularly problematic for the teaching profession "economics" at general education schools because there is a serious training deficit nationwide. This results in a high level of non-subject teaching. This in turn results in a high demand for further and continuing education (post-qualification, lateral entry, mobility between Federal States, etc.).

This is where the doctoral project outlined here is to start by developing and evaluating a transferable digital further education and training concept for teacher training using the example of a qualification system in the subject of Economics Education. The content components of the project include a survey of the status quo, a teacher survey, the development of a digital training concept and the testing and evaluation with a selected focus. Relevant research methods include systematic review, document analysis, standardised questionnaires, tests and evaluation designs.

Ideally, the successful outcome of this doctoral project will be findings on theoretically sound and field-tested criteria for the design of digital further and continuing education programmes in the third phase of teacher training. Other teacher training subjects can benefit from the knowledge gained from the exemplary doctoral project. In general, however, the project is also working on all general didactic aspects of teaching based on a digital subject concept in order to be able to transfer fundamental findings to all degree programmes.

Prof Dr Dirk LoerwaldEconomics Education, Department of Business, Economics and Law

Prof Dr Olaf Zawacki-Richter, Knowledge Transfer and Learning with New Technologies, Institute of Educational Sciences

Application deadline expired on 06.12.2021.

The professional view in physical education is of particular importance at different levels of action of physical education teachers (Oesterhelt, 2018; Reuker, 2012). The high complexity of teaching situations with a high degree of structural variability (e.g. no predetermined seating arrangement) requires an optimal focus of attention in order to be able to observe many pupils and events at the same time and ensure flexible and situation-appropriate action(class observation skills). PE teachers must also be able to observe the movements performed by the students, recognise critical movement characteristics and re-registering students(correction skills). These two areas of competence, which are central to physical education, are to be examined in more detail with regard to differences in expertise and targeted training as part of the traineeship.

Based on the expert performance approach of Ericsson (2006), the doctoral project will analyse two main topics: (1) the skill of keeping an eye on the class in such a way that critical events can be recognised(class observation competence; study 1) and (2) the competence to recognise critical movement characteristics for the learning process(correction competence; study 2).

Within each study, the expertise of PE teachers with regard to the respective competences is first recorded (sub-studies 1a and 2a). In addition to previous studies on professional gaze in physical education (Reuker, 2017a, 2017b), the gaze behaviour applied by the participants is also recorded and analysed with the help of eye trackers (Cortina et al., 2018; McIntyre, Jarodzka, & Klassen, 2019). In a second step, this is followed by targeted training of visual perception in a group of beginners or advanced participants (sub-studies 1b and 2b).

Cortina, K., Müller, K., Häusler, J., Stürmer, K., Seidel, T., & Miller, K. (2018). Feedback with your own eyes: Mobile eye tracking in teacher education. Contributions to teacher education, 36(2), 208-222.

Ericsson, K. A. (2006). The Influence of Experience and Deliberate Practice on the Development of Superior Expert Performance The Cambridge Handbook of Expertise and Expert Performance (pp. 685-705).

McIntyre, N. A., Jarodzka, H., & Klassen, R. M. (2019). Capturing teacher priorities: Using real-world eye-tracking to investigate expert teacher priorities across two cultures. Learning and Instruction, 60, 215-224.

Oesterhelt, V. (2018). Promoting observation skills in physical education teacher education. In N. Ukley & B. Gröben (Eds.), Forschendes Lernen im Praxissemester: Begründungen, Befunde und Beispiele aus dem Fach Sport (pp. 81-100). Wiesbaden: Springer Fachmedien Wiesbaden.

Reuker, S. (2012). The professional view of physical education teachers. Sport Science, 42(4), 240-246.

Reuker, S. (2017a). The knowledge-based reasoning of physical education teachers: A comparison between groups with different expertise. European Physical Education Review, 23(1), 3-24.

Reuker, S. (2017b). The noticing of physical education teachers: a comparison of groups with different expertise. Physical Education and Sport Pedagogy, 22(2), 150-170.

Prof. Dr Dietmar Grube, Educational Psychology, Institute of Educational Sciences

PD Dr Florian LoffingInstitute for Performance Psychology; German Sport University Cologne

Dr Rebecca Rienhoff, Head of Sports, Centre for Practical School Teacher Training Krefeld; Helmholtz-Gymnasium Essen (Elite School of Sport & NRW Sports School)

Dr phil. Ingo Roden, Educational Psychology, Institute of Educational Sciences

Prof Dr Jörg Schorer, Sport and Exercise, Institute of Sport Science

You can find the three job advertisements associated with the cluster under research field 4.1 to 4.3.

Intersectionality is based on the assumption that historically evolved forms of discrimination, power structures, subjectivation processes and social inequalities must be analysed in their interdependencies. Intersectionality research has been developing since the turn of the millennium, particularly in extracurricular fields. It now has an influence on various disciplines such as educational science, special education or intercultural educational science and also inspires various specialised disciplines.

There is much controversy about the methods and the exact organisation of the field of research. However, there is consensus in the view that only through complex intersectional multi-level analyses can social practices in modern societies be appropriately and critically analysed. The critical potential lies in the fact that by analysing several categories of analysis simultaneously, the origin and effectiveness of social practices can be revealed and, at the same time, possible transformations can be explored.

By sensitivity, we mean an attitude and action that demonstrates a sensitive receptiveness to lifeworld-related challenges and corresponding responsive behaviour. This attitude is characterised, among other things, by the appropriate perception of situations, understanding of people and contexts, a feel for atmospheres and recognition of others and their biographical experiences.

The aim of research in the field of intersectional sensitivity is to promote a sensitive and critical view of intersectional challenges and possible productive starting points for change. In teacher education, this concerns forms of expression and possibilities in relation to media, teaching materials and didactic negotiation processes.

The cluster focuses on research into the arrangement of different teaching-learning concepts in special education, music education and philosophy didactics, oriented towards theoretical-conceptual, empirical and research-methodological questions. In addition, the interrelationships between teaching and learning processes in the three fields are critically analysed; didactic models, methods and interventions are developed and evaluated with the aim of critical-reflective professionalism. The theoretical foundation will be further developed by addressing the following overarching question:

1. To what extent can intersectional sensitivity be an educational goal in the context of schools?
2. What are the conditions for the development of intersectional sensitivity on a structural and interactional level?

Prof. Dr Mario Dunkel, Music Education, Institute of Music

Prof. Dr Ulla LicandroHeterogeneity and Diversity with Special Consideration of Inclusive Educational Processes, Institute of Special Needs Education and Rehabilitation

Prof Dr Christa Runtenberg, Didactics of Philosophy, Institute of Philosophy

Prof. Dr Annett ThieleInstitute of Special Needs Education and Rehabilitation, Institute of Special Needs Education and Rehabilitation, Prof. Dr Annett Thiele, Education and Didactics of Physical and Motor Development Impairments and Chronic and Progressive Diseases

Application deadline expired on 23.09.21.

Due to its potential for a multi-perspective approach to acts of cultural power, the concept of intersectionality has become a key term in discrimination-sensitive research in recent years and has found its way into pedagogy, sociology, philosophy, but also into musicology and music education (Dunkel 2021, Honnens 2021). Intersectionality describes the interaction of different cultural dimensions - such as race, ethnicity, class, gender, sexuality, social milieu, nationality or age - in the production of social inequality. Even if intersectional approaches are controversially discussed, there is widespread agreement that only multidimensional approaches can do justice to an analysis of complex cultural phenomena.

As part of the "Teacher Training 2040" Research Training Group, students will have the opportunity to develop their own research project in the field of intersectional sensitivity and music education. This can be a project in various fields of music education research.

Prof Dr Mario Dunkel, Music Education, Institute of Music

Application deadline expired on 09/09/21.

Due to demographic changes and migration-related social change, linguistic, cultural and social heterogeneity is increasing in the German education system (Autorengruppe Bildungsberichterstattung, 2018). Although linguistic and cultural characteristics continue to be linked to educational and participation opportunities, there is as yet no comprehensive model of the competences that teachers should have in the context of growing diversity (Hachfeld et al., 2012). The aim of the junior research group is to systematically address this research gap in three research strands (qualitative and quantitative).

In addition to their knowledge, the everyday behaviour and practice of professionals is shaped by attitudes, professional convictions, motivational orientations and expectations (Kunter et al., 2011; Slot, Romijn & Wysłowska, 2017). Organisational guidelines, co-operation with parents and other stakeholders and the working environment also play an important role. The sub-project deals with research into changing social conditions and how they are reflected in the educational process and aims to investigate the orientation and process quality of teachers in relation to teaching in the context of linguistic and cultural diversity.

By combining process-related quantitative data and subjective attitudinal characteristics, institutional, cultural and ideological mechanisms underlying inequality and discrimination can be identified. This can provide valuable pedagogical, didactic and methodological foundations for the design of initial and further education for teachers.

Prof Dr Ulla Licandro, Heterogeneity and Diversity with Special Consideration of Inclusive Educational Processes, Institute of Special Needs Education and Rehabilitation

Application deadline expired on 09/09/21.

The dialogue between special education and the didactics of philosophy creates a new contribution to the development of an inclusive didactics of the subjects of philosophy and values and norms against the background of intersectional sensitivity. This interdisciplinary research opens up special opportunities: By coordinating the philosophical-didactic dimensions with developmental-psychological and special educational findings on the cognitive, social and emotional development of pupils, support needs are appropriately analysed. Practical opportunities for participation are developed and implemented. There is currently hardly any specific research on the subject of values and norms; the research project is entering a new and important field. Against the background of the introduction of values and standards as a primary school subject in Lower Saxony, there is an increasing urgency to develop inclusion-orientated didactic and pedagogical education plans, materials, media and courses. The research project can provide useful preliminary work for this.

The aim of the research project is to develop concepts for inclusion-oriented teaching, taking into account intersectional sensitivity in the subject of values and norms. On the basis of current research in special education and philosophy didactics as well as teaching experience, a learning programme for learning groups in the subject of values and standards in years 5 and 6 in Lower Saxony will be developed and evaluated. Inclusion-oriented subject didactics that takes up the aspect of intersectionality is particularly important for these age groups, as the pupils are just beginning to philosophise and the learning groups are very heterogeneous. The project pursues goal three of the Research Training Group: the development and evaluation of didactic models, methods and interventions that - with the aim of developing a critical-reflective professionalism - examine and scrutinise the interdependencies of teaching/learning processes as well as explanatory and decision-making models both in the context of teacher training and in the school context.

Prof Dr Christa Runtenberg, Didactics of Philosophy, Institute of Philosophy

Prof. Dr Annett Thiele, Pedagogy and Didactics of Impairments in Physical and Motor Development as well as Chronic and Progressive Diseases, Institute of Special Needs Education and Rehabilitation

Application deadline expired on 14.02.22.

Inclusive vocational orientation goes hand in hand with the question of how people with different needs, including those with disabilities and special educational needs, can be supported in their academic appointment and career transition in an accessible school. Academic appointments and inclusion are equally cross-cutting school topics that can and must be related to each other due to the subject and biography orientation as well as the overlaps in various measures and cooperation partners. A well-founded qualification of all future teachers is one of the decisive conditions for the success of inclusive vocational guidance. On the one hand, this is a research desideratum with regard to the necessary competences of teachers and, on the other hand, a design task that affects all three phases of teacher qualification.

The subject of the doctoral project is therefore the qualification requirements of special education teachers and subject teachers for inclusive academic appointments and the concrete implications for initial teacher training.

The doctoral thesis will investigate the following research questions:

1. What are the competences of special education teachers and subject teachers for inclusive academic appointments,
   • which are necessary for coping with the tasks of both groups of teachers and which enable co-operation?
   • which is specific to one group of teachers in each case?
2. How can the acquisition of the necessary competences be conceptually substantiated within the framework of initial teacher training?

The research questions will be addressed both theoretically and empirically.

Inclusion and academic appointments have been greatly expanded in schools over the last 15 years and are a mandatory part of initial teacher training programmes at universities and teacher training colleges in Lower Saxony. At the same time, these are two overall school tasks that have numerous theoretical (individual support, subject and biography orientation) and practical (in particular due to the pedagogical staff involved) interfaces.

With regard to mainstream schools, however, it should be noted that the design and implementation of systematic concepts for academic appointments is already causing considerable problems, even without inclusive concerns, partly because the qualifications of teachers are not guaranteed (cf. Schröder, Lembke & Fletemeyer, 2018). With inclusive academic appointments, the tasks and demands on teachers expand further because, for example, additional measures and partners to support the post-school transition and other follow-up alternatives must be taken into account. The insufficient competence, which is also perceived by the teachers themselves, consequently leads to a negative attitude towards inclusive academic appointments (Nentwig, 2018, p.377f). The qualification of educational professionals for the necessary competences in view of the intersectionality of tasks in the current education system requires comprehensive research activities across all levels of the education system (Art 24 UN CRPD) (Bless, 2017). A well-founded qualification of all future teachers is one of the decisive conditions for the success of inclusive vocational orientation and should address knowledge, skills and attitudes in accordance with international concepts and the World Report on Disabilities (World Health Organisation & World Bank, 2011, p. 222) (Melzer, Hillenbrand, Sprenger & Hennemann, 2015).

The subject of the doctoral project is the qualification needs of special education teachers and specialist teachers for inclusive academic appointments and the concrete implications for initial teacher training. The doctoral thesis will investigate the following research questions:

1. What are the competences of special education teachers and subject teachers for inclusive academic appointments,
   • which are necessary for coping with the tasks of both groups of teachers and which enable co-operation?
   • which is specific to one group of teachers in each case?
2. How can the acquisition of the necessary competences be conceptually founded within the framework of initial teacher training?

The first, theoretical focus is on analysing the national and international discourse on inclusive academic appointments. In the second, conceptual focus, the competence requirements of teachers for inclusive academic appointments are to be specified against the background of the various competence models. This concerns both specific and joint competences of special education teachers and subject teachers. In the third, empirical focus, the relevant competences are to be worked out by interviewing teachers. The fourth focal point serves to transfer the research results to initial teacher training programmes at universities, but also at teacher training colleges.

Bless, G. (2017). Integration research: Draft of a knowledge map. Journal of Curative Education, 68th, pp. 216-227

Bylinski, U. (2014). Designing individual pathways to academic appointments: A challenge to pedagogical professionalism. Bielefeld: W. Bertelsmann Verlag.

Dreer, B. (2013): Teachers' competences in the area of vocational orientation. Description, measurement and promotion. Wiesbaden: Springer

Results of the COACTIV research programme Bylinski, U./Rützel, J. (eds.) (2016): Inclusion as an opportunity and benefit for differentiated vocational education and training. Bielefeld: Bertelsmann, pp. 101-112

Hillenbrand, C. (2013). Inclusive education: effective support for learning for all pupils. In S. Maschke, G. Schulz-Gade and L. Stecher (eds.), Jahrbuch Ganztagsschule 2014: Inklusion. The pedagogical handling of heterogeneity (pp. 33-42). Schwalbach, Taunus: Debus Pädagogik.

Kunter, M.; Baumert, J.; Blum, W.; Klusmann, U.; Krauss, S.; Neubrand, M. (eds.) (2011): Professional competence of teachers. Münster: Waxmann

Nentwig, L. (2018). Vocational orientation as an unpopular additional task in inclusion? A study on the willingness of teachers to engage in inclusive vocational orientation. Bad Heilbrunn: Klinkhardt

Preuss-Lausitz, U. (2019). Results of inclusion and segregation research after ten years of the UN Convention on the Rights of Persons with Disabilities. Review and perspectives. Journal of Curative Education, 70, pp. 468-483

Schröder, R. (2018): Inclusion in school-based vocational guidance: synergies and challenges. In: Journal for Curative Education, Issue 03/2018, pp. 108-120

Schröder, R.; Lembke, R.; Fletemeyer, T. (2018): Conceptual design of academic and academic appointments in grammar school types: A qualitative study on classroom and extracurricular realisation. In: Wittmann, E.; Frommberger, D.; Ziegler, B. (eds.): Jahrbuch der berufs- und wirtschaftspädagogischen Forschung 2018. Opladen-Berlin-Toronto: Budrich.

World Health Organisation & World Bank (2011). World report on disability. Malta.

Prof. Dr Clemens Hillenbrand, Pedagogy and Didactics for Learning Impairments, Institute of Special Needs Education and Rehabilitation

Prof. Dr Rudolf SchröderEconomics Education with a focus on vocational orientation, Department of Economics and Law

Application deadline expired on 01.11.2021.

Thematic embedding in the Research Training Group

Climate change is becoming a tangible phenomenon in every region: one of these is changes to the water cycle in the north-west, which have already led to a local headline: "The war for water is already underway" (Nordwestzeitung, NWZ 2019). This year's prolonged drought had led to such a significant drop in the groundwater level that, among other things, vegetation in large parts of the north-west was visibly suffering.

This becomes an issue for teacher training when one asks what schools and universities can do in the social transformation process necessitated by climate change. For most people, water comes from the tap or shower head and is a daily matter of course that they don't have to worry about. The awareness that we are directly dependent on a treated resource from our immediate surroundings has largely been lost.

The technical water supply is part of the technotope, i.e. a technical sphere that has become second nature to us. However, this technical sphere is not a matter of course, but a technical infrastructure that can only fulfil its function through work and investment.

Education for sustainable development must therefore develop an awareness of our dependence on this natural resource on the one hand, but also the technical feasibility of water management utilisation on the other. The aim is, on the one hand, to make the dependence on the functioning of natural processes tangible and understandable and, on the other hand, to recognise that the safeguarding of the water supply can be guaranteed by an adapted technology of intervention in these natural cycles.

An important source of authentic knowledge are extracurricular places of learning: set up by water associations, but also research institutions that provide new knowledge about the water cycles in the Northwest.

Biography-orientated approach in the Technical Education Working Group (ATB)

In the Technical Education working group, the biographical approach is pursued on two levels. On the one hand, students organise learning opportunities for pupils at extracurricular learning locations and, on the other hand, we operate our own school laboratory.

Working Group Hydrogeology and Landscape Hydrology

In co-operation with the school laboratory, students can gain their own impression of research in the field of the water cycle, exchange ideas with experts and draw on these sources for the design of learning opportunities for pupils in the ATB school laboratory as well as in the extracurricular learning locations.

Categorisation of the knowledge gained

The study will show which students benefit most from the didactic design of the practice-orientated course and to what extent they themselves see it as a contribution to their professional competence as future teachers. It will also be possible to demonstrate the persuasive power of the design with regard to the ESD topic of the water cycle and technical utilisation.

Prof Dr Gudrun Massmann, Hydrogeology and Landscape Water Balance, Institute of Biology and Environmental Sciences

Prof Dr Peter Röben, Technical Education, Institute of Physics

Application deadline expired on 23.09.21.

The project is interdisciplinary and is located in political education/political didactics and microsociology. The focus is on the didactic principle of life-world orientation, which is to be empirically researched using the use of political music in politics lessons.

In subject didactics, the use of political music in politics lessons has been conceptually developed in recent years. It is based on the assumption that the use of the medium of political music represents a target-orientated path to political learning due to its anchoring in the real world. What has been missing so far is an empirical investigation of this assumption. The dissertation project aims to provide an initial exploratory approach.

The interdisciplinary approach results from the fact that although political didactics provides the content-related, didactic and research methodological tools for the use of music in political education, micro-sociology and youth sociology are more capable of focussing on learners and their living environments.

The following research questions guide the project:

1. From a subject-didactic perspective, what exactly happens in a lifeworld-oriented political lesson on migration, digitalisation or sustainability that uses the approach and medium of political music?
2. What lifeworld orientations of young people (and their families) determine the use and understanding of political music?
3. To what extent does the lifeworld approach provide opportunities and restrictions to "irritate" young people's understanding of and approach to lifeworld diversity and political issues in order to make it reflexively accessible in the sense of emancipation- and maturity-orientated political education processes?
4. What findings and conclusions can be drawn from a combination of the results of the previous questions with regard to the challenges, models and methods of the didactic principle of lifeworld orientation and the professionalisation of teachers in this regard?

In order to address these questions, the empirical and theoretical state of research on lifeworld orientation and lifeworlds in specialised didactics and in youth and microsociology as well as on the lifeworld-oriented approach of political music in politics lessons is first reviewed.

This is followed by an empirical field phase in which several teaching units are carried out, recorded and evaluated on the basis of the lifeworld-oriented approach "political music in politics lessons" on one of the topics of migration, digitalisation or sustainability. This phase will be accompanied by guideline-based, lifeworld-related interviews with learners from the learning group on youth-sociological issues relating to the lifeworld and music as a medium anchored in the lifeworld.

Overall, the project aims to generate answers to the question of what actually happens when political music is used in lifeworld-orientated political lessons on the basis of empirically collected lifeworld orientations.

Prof Dr Michael Feldhaus, Life Course and Social Inequality, Institute of Social Sciences

Prof Dr Tonio Oeftering, Political Education/ Political Didactics, Institute of Social Sciences