Professionalisation Processes in Teacher Education
Professionalisation Processes in Teacher Education
Professionalization processes in teacher education
Professionalization processes in teacher education emanate directly from the profile-forming study courses of the teaching profession (Master of Education and dual-subject Bachelor). They form the research field in which student teachers themselves participate in research processes in the context of research-based learning.
The research perspectives on professionalization processes are based on competence-oriented, structural theoretical and professional biographical approaches and form the framework for a critical-constructive dialogue. In line with the demand of the Standing Conference of the Ministers of Education and Cultural Affairs (KMK) and the Federal Ministry of Education and Research (BMBF) for a specific and cumulative development of competencies in teacher education, the research pursues, the subject-specific didactic structuring of learning environments, their adaptation to the requirements of learners, teaching, diagnosing and reflecting on one's own teaching activities and the learning activities of school pupils. Reconstructive descriptions of the structural and institutional conditions and requirements of teachers' activities as well as the professional biographical development of teachers form a further focus of Oldenburg research on professionalization processes in teacher education.
Research desiderata to which the focus is dedicated:
- Research on the status of professionalization and the course of professionalization processes;
- Research on the modelling of professionalization processes and structures for the promotion of professional competencies as well as
- Research on the output of professionalization measures and
- Research in the context of social and technical transformations.
This research takes place:
- as part of the BMBF-funded competence network learning:digital on the digital transformation of schools and teacher training, in which Oldenburg teacher training is involved in transnational research and development projects in over four competence centers STEM, languages/society/business, music/art/sport and school development,
- in DFG-funded research projects on professional teacher behavior (e.g. Achievement: A social practice in Primary School; Shedding Light on Chemistry Education; Promoting writing competence through feedback; "laypeople" as actors in all-day school),
- in structured state and federal programs as well as in projects for teacher professionalization (https://uol.de/diz/diz-forschungsakademie/diz-nachwuchsfoerderung/abgeschlossene-promotionsprogramme)
The research activities are characterized by faculty-wide and inter-university (GINT) as well as international cooperation (with Japan or Greece in DAAD projects or in the DAAD-funded project Dimensions of Diversity in Teacher Education with the Netherlands and South Africa. The transfer of knowledge to the region is realized through networks and cooperation with schools and also with extracurricular learning locations and other educational institutions in the North-West region of Germany. STEM education is to be further strengthened and anchored in the northwest region through extracurricular offers for children and young people supported by the recently acquired regional STEM-cluster AHOI-MINT (funded by the BMBF).
The potentials in the field of research lies above all in the structured networking of the diverse regional and supra-regional research activities. The central location for bundling these potentials is the newly established Research Academy of the Centre for Teacher Education - Didactic Centre, which provides structural and organizational support for the interdisciplinary research projects in the focus area:
- Formats such as the interdisciplinary research cluster as well as the targeted networking initiative for calls for proposals strengthen the interdisciplinary and faculty-wide cooperation between teaching methodology, educational sciences and scientific disciplines.
- In addition, the Research Academy has established a self-financed RTG "Teacher Education 2040: Dimensions of the Professionalization of Teachers from an Interdisciplinary Perspective", which aims to integrate different research perspectives. The RTG's cooperative approach promises to set new accents, to use the existing potential for teacher education research in Oldenburg and to implement it in research projects in order to establish or further expand innovative research perspectives in professionalization research, e.g. on language sensitivity in educational processes, on non-formal, extracurricular and lifelong learning and teaching, on the facets of heterogeneity or on the digitalization of teaching-learning processes.