How can biology teachers make effective use of experiments in their lessons? What insights do history teachers gain from their pupils’ perspectives, and how does this influence the planning, delivery and reflection on their lessons? How should physics lessons be structured to ensure pupils learn successfully? These and many other questions are addressed by the doctoral programme “Processes of Subject-Specific Didactic Structuring for School Practice and Teacher Training (ProfaS)”, which was launched today at the University of Oldenburg in the presence of Lower Saxony’s Minister for Science, Prof. Dr Johanna Wanka.
“I am delighted that the University of Oldenburg is so proactively committed to the systematic promotion of early-career researchers. Particular mention must be made of the successful approach of linking the new doctoral degree programme with the university’s focus on teacher training. This pioneering project has the full support of the state,” emphasised Wanka at the opening ceremony. The state of Lower Saxony has awarded eight Georg Christoph Lichtenberg scholarships for the programme, each covering three years as full scholarships.
The programme centres on practice-oriented research into teacher training. ProfaS investigates the processes involved in the subject-specific structuring of lessons by (prospective) teachers in various school subjects and at different stages of teacher training. To this end, it brings together lines of research that have hitherto existed largely in isolation from one another – for example, research into teachers’ subjective beliefs, models of lesson design and the significance of learning perspectives in the classroom. The aim is to integrate the latest research findings directly into classroom practice and teacher training. Furthermore, research into teacher training is to be internationalised and structurally embedded.
ProfaS stands not only for a doctoral programme, but also for a doctoral degree programme in which, alongside the scholarship holders, other doctoral candidates specialising in subject-specific didactics can enrol. Specifically, the subject-specific didactics departments for Biology, Chemistry, German, History, Computing Science, Mathematics, Physics and General Studies, as well as the General Teaching and Learning Research department, are involved in ProfaS. There is also a co-operation with the Department of Political Education at the University of Bremen. “The interdisciplinary collaboration between almost all subject-specific didactics departments at the university and the Department of Education is unique in Germany. There is no confinement to the boundaries of the natural sciences or the humanities – here, the University of Oldenburg, with its long tradition in teacher training, is once again setting an example,” explained University President Prof. Dr Babette Simon.
The eight Lichtenberg scholarships have now been awarded. A total of 19 doctoral candidates are currently working on the programme. In addition, students on the Bachelor’s and Master’s of Education programmes are offered the opportunity to take part in selected parts of the study programme.

The Oldenburg proposal, “Processes of subject-specific didactic structuring in school practice and teacher training”, was selected as one of 12 doctoral programmes after the State of Lower Saxony had issued a call for proposals for the funding of doctoral programmes in 2008. A total of 32 proposals were received. The Lower Saxony Academic Commission (WKN) carried out an evaluation process based on academic and structural criteria, drew up a ranking of eligibility for funding, and recommended funding for ProfaS.

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