How can biology teachers use experiments sensibly in their lessons? What ideas do history teachers have about their pupils' ideas, and what consequences does this have for the planning, implementation and reflection of their lessons? How should physics lessons be structured so that pupils learn successfully? These and many other questions are addressed by the doctoral programme "Processes of subject-didactic structuring for school practice and teacher training (ProfaS)", which was opened today at the University of Oldenburg in the presence of Lower Saxony's Minister of Science, Prof. Dr Johanna Wanka.
"I am delighted that the University of Oldenburg is so proactively committed to the systematic promotion of young academics. The successful approach of linking the new doctoral degree programme with the university's focus on teacher training deserves special mention. 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 for three years as full scholarships.
The programme focuses on practical research into teacher training. ProfaS investigates processes of didactic structuring of teaching for (prospective) teachers in different school subjects and in different phases of teacher training. To this end, it brings together strands of research that were previously largely unconnected - for example, research on teachers' subjective beliefs, on models of lesson design and on the importance of learning perspectives in the classroom. The aim is to incorporate current research findings directly into teaching practice and teacher training. In addition, research on teacher training is to be internationalised and structurally anchored.
ProfaS not only stands for a doctoral programme, but also for a doctoral degree programme in which other doctoral students in didactics can enrol alongside the scholarship holders. In detail, the didactics of the subjects Biology, Chemistry, German, History, Computing Science, Mathematics, Physics, Sachunterricht and General Teaching-Learning Research are involved in ProfaS. There is also a co-operation with political didactics at the University of Bremen. "The interdisciplinary collaboration between almost all of the university's specialised didactics departments and educational science is unique in Germany. There is no remaining within the boundaries of the natural sciences or humanities - the University of Oldenburg, with its long tradition in teacher training, is once again a role model here," explained University President Prof Dr Babette Simon.
The eight Lichtenberg scholarships have currently been awarded. A total of 19 doctoral students are currently working on the programme. In addition, Bachelor's and Master's of Education students are offered the opportunity to take part in selected parts of the study programme.

The Oldenburg proposal "Processes of subject-didactic structuring in school practice and teacher training" was selected as one of 12 doctoral programmes after the state of Lower Saxony announced funding for doctoral programmes in 2008. A total of 32 proposals were received. The Scientific Commission of Lower Saxony (WKN) carried out a review process according to scientific and structural criteria, compiled a ranking list of eligibility for funding and recommended the funding of ProfaS.

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