Profession and InstitutionReconstructions of fitting relations between teacher habitus and school culture

职业与制度教师习性与学校文化契合关系的重构

• 批准号: 352125135
• 负责人: Dr. Hilke Pallesen
• 金额: --
• 依托单位: Institut für Schulpädagogik und Grundschuldidaktik
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2017
• 资助国家: 德国
• 起止时间: 2016-12-31 至 2020-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/352125135?language=en
• 关键词: Profession; InstitutionReconstructions; fitting; relations; between

The applied project bases on the assumption that teachers professionalization is a lifetime process. Furthermore, it is assumed that this process of professionalization is influenced by biographic and institutional conditions. In view of the above, the interaction of incorporated dispositions and characteristics of individual schools are of particular research interest. Within the context of relevant literature on teachers habitus and school culture two contrastive schools will be chosen. The collected research material will be interpreted based on sequence analysis. The aim is to reconstruct and identify ideal-typical constellations of school culture and teachers habitus. Based on school self-representations and group discussions with a sample of teachers the meaningful conditions (opportunities and limitations) regarding the processes of teachers professionalization will be reconstructed. The documentary method is the methodological approach. A selected sample of occupational-biographical teachers interviews will be analyzed with the method of sequence analytic habitus reconstructions. This methodological approach aims at the reconstruction of types of teachers habitus presented in the interviews. In the following the reconstructed teachers habitus types will be analyzed regarding their level of professionalization with reference to a heuristic model of professional habitus. Finally, a multi-level procedure with individual-school and cross-school contrasts is planned, aiming at the identification of range and conditions of professionalization processes. This has a practice-relevant importance particularly for future teachers education programs.

本研究假设教师专业化是一个终身的过程。此外，它是假设，这一过程的专业化是受影响的传记和制度条件。因此，整合倾向与个别学校特质的互动，是一个值得研究的课题。在教师惯习和学校文化的相关文献的背景下，将选择两个对比的学校。收集的研究材料将根据序列分析进行解释。其目的是重建和识别学校文化和教师惯习的理想典型星座。基于学校的自我陈述和小组讨论的样本教师的有意义的条件（机会和限制）的教师专业化的过程将被重建。文献法是一种方法论方法。本研究选取了一组职业传记类教师访谈样本，运用序列分析惯习重构的方法进行分析。这种方法论的目的在于重构访谈中呈现的教师惯习类型。在此基础上，本文将借鉴教师专业惯习的启发式模型，对重构后的教师惯习类型进行专业化水平分析。最后，一个多层次的程序与个别学校和跨学校的对比计划，旨在确定专业化进程的范围和条件。这对未来的教师教育计划具有重要的实践意义。

项目成果

Praxeologische Perspektiven der Lehrer*innenprofessionsforschung: Reflexionen zum Einsatz von Bildvignetten als Erzählimpulse in Lehrer*inneninterviews

教师专业研究中的行为学视角：对在教师访谈中使用图像小插曲作为叙事冲动的反思

• DOI: 10.21241/ssoar.70902
• 发表时间: 2020
• 作者: Pallesen;Matthes
• 通讯作者: Matthes

„Mir war von Anfang an klar, dass die Schule ein anders ausgelegtes Profil hatte.“

“从一开始我就清楚学校有不同的形象。”

• DOI: 10.3224/zisu.v9i1.08
• 发表时间: 2020
• 作者: Pallesen;Matthes
• 通讯作者: Matthes