Working title: Political judgement formation - concepts from theory and practice. A contribution to political didactic reconstruction.

Abstract

For many years, representatives of political didactics have been complaining about the lack of resonance and acceptance of their theoretical concepts in everyday teaching. Teachers justify this increasing reluctance with a lack of practical relevance and the additional burdens of everyday teaching resulting from the didactic concepts. Teachers are calling for political didactics from practice for practice, which addresses the specific problems faced by teachers.
The Didactics of Politics working group has therefore set itself the task of linking the ideas of teachers on one of the central tasks of political education, the formation of political judgement, with subject-specific didactic ideas in order to make the knowledge gained usable for the initial and further training of political education teachers within the framework of "didactic structuring". Based on the Subjective Theories research programme, the thought patterns of teachers are developed using an elaborate interview and analysis procedure. First, teachers are interviewed using a semi-standardised questionnaire. The interviews will then be transcribed and summarised into concepts in several analysis steps. These self-concepts collected in this way are to be linked with the theoretical concepts on political judgement formation determined by the "professional clarification".
By comparing concepts from practice and theory, starting points for "didactic structuring" are to be gained. The initial aim is to clarify the mutual relevance of practice and theory. Didactic structuring" is intended to make the exchange of both forms of knowledge fruitful for the acquisition of theory.
"Picking up the teachers where they are" - this is how the significance for practice could be briefly formulated. The teaching of political judgement as a central task of political education is a requirement that is placed on teachers by subject didactics, but also by framework guidelines and competence models. The research work presented here attempts to develop guidelines for the training and further education of teachers. This means "teacher-orientated subject didactics", which attempts to make teaching practice easier for teachers and to do justice to subject didactic ideas of "good teaching".