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Educational science in the context of school, teaching and profession

Prof. Dr. Petra Hanke, Prof. Dr. Petra Herzmann, Prof. Dr. Johannes König, Prof. Dr. Katrin Lintorf, Prof. Dr. Matthias Martens, Prof. Dr. Argyro Panagiotopoulou, Prof. Dr. Matthias Proske

 

Profile

The research focus deals with subject-specific and educational policy-relevant questions of professionalization and professionalism of (prospective) teachers as well as school and classroom research. The diversity of research interests is reflected in (different) references to the micro-, meso- and macro-level of the school and educational system as well as in the chosen theoretical references and the resulting research questions. The research of the profile area School, Teaching and Profession is united in contributing to empirical - both qualitative and quantitative - research, to methodological perspectivization and to theory building in the context of school, teaching and profession.

 

Key questions

  • Professionalization and professionalism of teachers in the context of competence-, practice- and structure-theoretical perspectives
  • Teaching and school development in terms of conditions, processes, results and effects, e.g. in the context of digitalization as well as of inclusion, heterogeneity and individualization
  • demands on teachers, e.g. with regard to competence development of students in (new) subjects as well as with regard to diagnostics and support
  • Reforms (in) teacher education, e.g., with regard to formats of theory-practice relations in higher education didactics as well as with regard to teaching quality and internationalization.

 

Selected publications

  • Asbrand, B. & Martens, M. (2018). Documentary classroom research. Wiesbaden: VS-Springer.
  • Hanke, P. (2019). Beginning teaching. Study texts for the teaching profession. Vol. 12. (3rd ed.) Weinheim: Beltz.
  • Herzmann, P. & König, J. (2016). Teaching profession and teacher education. Study texts educational sciences. Bad Heilbrunn: UTB/Klinkhardt.
  • Lintorf, K., Behrmann, L. & van Ophuysen, S. (2016). Educational diagnostics. In M. Rothland (Ed.), Profession Teacher. A study book (pp. 187-203). Münster: Waxmann.
  • Montanari, G. E. & Panagiotopoulou, J. A. (2019): Multilingualism and education in day care centers and schools: An introduction. Stuttgart: utb Verlag.
  • Proske, P. & Rabenstein, K. (2018): Compendium of qualitative classroom research. Observing - describing - reconstructing lessons. Bad Heilbrunn: Klinkhardt.

 

Research Projects

  • Hanke: WibaLes - Professional Knowledge of Teachers, Instructional Quality and Second Grade Student Progress in Reading and Writing. Directed by Petra Hanke, Johannes König, Thorsten Pohl, funded by the DFG (2019-2022).
  • Herzmann: Study Projects in the Practical Semester (StiPS). Cooperation project with Dr. Michaela Artmann (University of Cologne) and Dr. Anke B. Liegmann (University of Duisburg-Essen). Partially funded by the Graduate School of the Center for Teacher Education at the University of Cologne (2016-2020).
  • König: TEDS Validation - Teacher Education and Development Study. Collaboration with the University of Hamburg (Prof. Dr. Gabriele Kaiser), funded by the BMBF, funding line Kompetenzen im Hochschulsektor (KoKoHs) (2016-2019).
  • Lintorf: Transition diagnostics in an inclusive context. Pedagogical diagnostics at the elementary school transition for children with special educational needs. Collaborative project with Dr. Sina Schürer (WWU Münster) (ongoing).
  • Martens: Matching of teaching and learning competencies in differentiated and individualized instruction (Adaptive classroom interaction. Matching of teaching and learning competencies in individualized environments ) (ongoing).
  • Panagiotopoulou: Language Biographies in (Trans-)national Educational Spaces - Comparative Studies at German Schools Abroad. Project participant: Timo Neubert (ongoing).
  • Proske: Tablets in the Classroom (TabU). Cooperation project with Prof. Dr. Matthias Herrle (Bergische Universität Wuppertal). Project participants: Dr. Markus Hoffmann, Juliane Spiegler. Pilot study (2019) funded with start-up funds from Bergische Universität Wuppertal (ongoing).

Further publications and information on (ongoing) research projects can be found on the pages of the respective research areas.