ProfaS: Processes of didactic structuring
ProfaS: Processes of didactic structuring
Welcome to the ProfaS doctoral programme!
This is us: PhD students and teachers of ProfaS (in April 2010)
Flyer ProfaS
NEWS (Sept. 2013):
- In September 2013, the anthology "Der lange Weg zum Unterrichtsdesign" was published by Waxmann-Verlag, which was jointly compiled by ProfaS and FUNKEN (TU Dortmund University). It presents the fundamentals of subject didactic development research in the ProfaS and Funken projects, which are illustrated by examples of individual doctoral projects.
The editors, Prof Dr Michael Komorek (University of Oldenburg) and Prof Dr Susanne Prediger (TU Dortmund University) are part of the management teams of ProfaS and FUNKEN (Dortmund) respectively.
- The CD-Rom of the International ProfaS Workshop is now available (nominal fee 5 Euro). If you are interested, please contact the coordinator Vanessa Hinsch.
Contents of ProfaS
The ProfaS doctoral programme investigates processes of didactic structuring of teaching among (prospective) teachers in different subject domains and in different phases of teacher training and professionalisation. The programme thus brings together strands of research that have so far been largely unconnected, including research on subjective beliefs, pedagogical content knowledge (PCK), models of lesson design and the importance of learner perspectives in the classroom. Through its structural realisation in a network of experts from all phases of teacher training, ProfaS enables the direct "translation" of research findings into teaching practice and teacher training. The internationalisation of teacher education research is structurally anchored at ProfaS.
Processes of didactic structuring play a central role in all phases of teacher professionalisation and are investigated at ProfaS across domains and phases and using a specific range of methods. Domain-specific differences in didactic structuring and generalisable structuring elements are characterised in a differentiated manner in thematically coordinated projects. Based on the empirical and analytical results, guidelines for the optimisation of teacher training will be formulated and evaluated in intervention studies. The framework model of didactic reconstruction successfully established in Oldenburg will be adapted for teacher training research.
The interdisciplinary study programme is structurally based on international, staged programmes and builds on the experience of the Oldenburg ProDid programmes. In order to expand the networking of all phases of teacher training and to ensure the mutual practical relevance of the research projects, proven experts from the various phases of teacher training are involved in the study programme. Students on the Bachelor and Master of Education teacher training courses can also participate in parts of the study programme. For the selection of excellent doctoral candidates, subject-specific and didactic qualifications are used as recruitment criteria.