The lecture content for students aiming for a career in secondary education comprises: a) key categories and concepts in history education (e.g. historical consciousness and historical culture, multi-perspectivity, relevance to the present), b) research approaches and methods in history education, c) the structure and framework conditions of historical teaching and learning processes in educational institutions, and d) current challenges for history teaching (including inclusion, linguistic sensitivity and digitalisation) from a history education perspective.

The lecture content for students pursuing careers outside the school system covers fundamental concepts spanning history as a discipline and history education – such as historical consciousness and historical culture – as well as subject-specific pedagogical concepts such as multi-perspectivity and contemporary relevance; and, finally, the structure of the social system of historical culture (institutions, professions, media, publications) through in-depth reflection on selected areas of practice.

The seminar, which is compulsory for all students, further develops the core competencies of ‘writing’, ‘speaking’, ‘presenting’ and ‘researching’ – which are central to all professional fields – and thus offers an opportunity to acquire and practise key skills for historical communication processes.

This advanced module is aimed at all students of the History subject who wish to pursue a career in school education. Building on the module ‘History as a Profession’, its primary aim is to develop subject-specific didactic reflection skills with regard to the significance and function of methods and media in history teaching. The module consists of a lecture on ‘Methods and Media in History Teaching’ and a seminar in which individual aspects of the topic are explored in greater depth. The lecture covers key categories and concepts in history didactics, as well as research approaches and methods. The focus is on the functions of methods and media in historical learning processes across diverse learning groups, whilst also taking into account findings from general didactics and the psychology of learning. The seminar explores individual methods and media in greater depth, taking into account curricula, syllabuses and competence models, thereby developing building blocks for a competence-oriented approach to the organisation of history teaching and historical learning in diverse learning groups.

A subject area relevant to teaching in grammar schools is first explored in a specialised manner. In this way, students acquire the necessary foundation for their subsequent work and, at the same time, become aware of the interplay between specialised and subject-didactic concepts. This makes it possible, following the specialised exploration of the topic, to focus on the following subject-didactic aspects:

• Examination of educational objectives, curricula, syllabuses and learning prerequisites specific to different types of school;
• Discussion of the prerequisites and framework conditions for competence-oriented history teaching and for historical learning in heterogeneous learning groups;
• Testing of didactic principles, innovative approaches and methods, taking into account analogue and digital media in secondary schools (Haupt- and Realschulen);
• Planning history lessons and – provided the results of the seminar are tested in practice (pupil workshops, project weeks, etc.) – reflecting on initial experiences of implementation.

A subject area relevant to teaching at Hauptschulen and Realschulen is first explored in a specialised manner. In this way, students acquire the necessary foundation for their subsequent work and, at the same time, become aware of the interplay between specialised and subject-didactic concepts. This makes it possible, following the specialised exploration of the topic, to focus on the following subject-didactic aspects:

• Examination of school-type-specific educational objectives, curricula, syllabuses and learning prerequisites;
• Discussion of the prerequisites and framework conditions for competence-oriented history teaching and for historical learning in heterogeneous learning groups;
• Testing didactic principles, innovative approaches and methods, taking into account analogue and digital media in secondary schools (Haupt- and Realschulen);
• Planning history lessons and – provided the results of the seminar are tested in a practical setting (pupil workshops, project weeks, etc.) – reflecting on initial experiences of implementation.

The subject-specific teaching placement enables students to gain in-depth insights into everyday school life, both within and outside the classroom. The focus is on the preparation, delivery and evaluation of teaching trials by the students. The subject-specific teaching placement is prepared for, supported and evaluated through a course in which students are introduced to various (subject-specific) didactic models and engage in an in-depth examination of teaching and learning aspects in schools and the classroom. At the placement school, students are supervised by teaching staff. These staff advise and support the students’ practical teaching trials. Together with their supervising teachers, students reflect on classroom observations and their own teaching sessions. The aim of the subject-specific teaching placement is to further develop students’ academic and professional skills through a combination of theoretical courses at the university and practical experience at the placement school, and to enable them to reflect on their pedagogical practice from an academic perspective.

During the research and development placement, students gain an understanding of the school environment through a research and development project, which provides them with reflective insights into practice. The aim is for students to develop the ability to reflect in a scientific manner by promoting research-based learning and inquiry-based learning. In doing so, they engage with scientific research methods, phenomena relating to subject-specific teaching, or other significant areas of practice within schools or in out-of-school learning environments.

This module provides students on the Master’s programme with theory-based and practice-oriented preparation for the 18-week school placement in the subject of history, which begins every February. The aim of the practical phase is to further develop students’ academic and professional skills through a combination of theoretical courses at the university and practical experience at the placement school, and to enable them to reflect academically on their teaching practice. Students are equipped to theorise their experiences both within and outside the classroom and to translate these into exemplary models of practice. In the subject of History, the focus is on planning history lessons and the associated examination of fundamental principles of historical learning. The course is supervised by a team comprising a university lecturer and teaching assistants during the practical phase (LiPs / seminar leaders).

As part of the 18-week long-term placement, students carry out a research project at their placement school. The project is supported by university courses (preparation, supervision and follow-up of the research project). The aim is to develop the ability to reflect in a scientifically grounded manner. With this in mind, the module centres on promoting research-based, research-oriented and inquiry-based learning.

In the subject of History, the focus is as follows: when planning history lessons, the specific structuring of a topic is guided by the abilities, skills and levels of knowledge of the respective learning group, i.e. the pupils. Effective teaching requires diagnostic competence on the part of history teachers. The ability to make such assessments is therefore regarded as an essential component of teacher professionalism.

Particularly in secondary schools (Haupt-, Real- and Oberschulen), dealing with the heterogeneity of learning groups, individualisation and internal differentiation pose significant challenges for history teaching today. As part of this project volume, students’ diagnostic competence will be further developed through the development, testing and evaluation of research questions relating to internally differentiated historical teaching and learning processes, based on joint theoretical and systematic reflection.