University teacher education between heterogeneous cultures of disciplines and practical demands: A case based approach to interaction in university teaching

本研究旨在重构高校教师教育的具体情况。在大学教学大纲的基础上，我们将对大学教师教育所特有的异质教学文化和实践需求的多样性进行实证分析。在不同的大学，数学、生物和德语语言和文学研究的课程、各自的教学学和教育科学为学生准备成为中学教师的课程将被客观地记录和解释。我们专注于依赖于讲师和学生之间互动的教学形式。这些课程将从哪些教学文化和如何处理师范教育学生的实际需求的角度来考虑。我们的主要假设是，在大学教师教育中，学生面临着异质的教学文化。这种异质性不仅是学生学习不同学科的结果，也是他们的实际需求在学习中得到满足的不同形式的结果。我们假设，大学教学如何对教师教育的实际需求做出广泛的反应，从声称对学生的准备非常重要，到能够教学，再到对任何一种实际需求的不同形式的拒绝。我们的目标是模范地重建由这种情况导致的大学教师教育中不同教学文化的异质性。除了对大学教师教育的具体问题感兴趣之外，该项目还试图为大学教学的一般理论做出贡献。我们期望，互动协议的计划重建将为大学教学的构成提供经验性的洞察。该项目旨在经验性地理解大学教学的内在逻辑，特别是与学校教学的内在逻辑相对照。

The research project aims at reconstructing the specific situation of university teacher education. On the basis of protocols of university teaching, we will analyze exemplarily the heterogeneous teaching cultures and the diversity of practical demands that characterize teacher education at university. At different universities, courses in mathematics, biology and German language and literature studies, in the respective didactics and in educational science preparing students to be teachers at secondary schools will be recorded and interpreted objective hermeneutically. We concentrate on teaching formats which rely on interactions between lecturers and students. These courses will be considered from the perspective as to which cultures of teaching and ways of dealing with the practical demands of teacher education students encounter. Our main hypothesis is that students are confronted with heterogeneous cultures of teaching in university teacher education. This heterogeneity is not only a consequence of the different disciplines students study but it also of the different forms how their practical demands are being met in their studies. We assume that there is a broad spectrum how university teaching reacts to the practical demands of teacher education ranging from claims to being very important for preparing students to being able to teach to different forms of rejections of any kind of practical demands. We aim at exemplarily reconstructing the heterogeneity of the different teaching cultures in university teacher education resulting from this situation.In addition to this interest in the specific problems of university teacher education, the project seeks to contribute to a general theory of university teaching. We expect that the planned reconstructions of interaction protocols will provide empirical insight into the constitution of university teaching. The project aims at empirically understanding the intrinsic logic of university teaching, especially in contrast to the intrinsic logic of school teaching.