Subject discipline specific forms of dealing with key vocational requirements in the teaching profession - analyzing subject relative differences between teachers‘ habitus from a perspective of practice theory and the sociology of knowledge

结合知识社会学和实践理论的观点，本项目的目的是实证分析在处理与学科纪律相关的教师职业的关键职业要求的差异。理论上的考虑和实证研究结果表明，教师如何才能获得的思维，感知和行动，是具体到他们的学科纪律的倾向计划。这种模式可以被理解为惯习，即，指导主体实践的隐性知识。因此，本研究探讨教师惯习的主体特殊性。为此，从小组讨论调查来自不同学校的教师在学科同质组（德语，数学，社会科学/政治教育）的数据进行了分析，关于处理构成紧张关系的教师看到自己面临的中央职业挑战的习惯性处置。数据分析采用文献法。因此，该项目有助于通过探索教师惯习的学科特定方面的教师专业化的研究-解决当前教师惯习研究的迫切需要。

Combining perspectives from the sociology of knowledge and practice theory, the aim of this project is to empirically analyze differences in dealing with key vocational requirements in the teaching profession that are relative to subject discipline. Theoretical considerations and empirical findings indicate how teachers could acquire dispositional schemes of thinking, perception, and action that are specific to their subject disciplines. Such schemes can be understood as habitus, i.e., tacit knowledge guiding an agent’s practice. Hence, the project explores the subject specificity of teachers’ habitus. To this end, data from group discussions surveying teachers from different schools in subject-homogeneous groups (German, Mathematics, Social science/Political Education) is analyzed with regards to the habitual dispositions of dealing with central vocational challenges that constitute relationships of tension with which teachers see themselves confronted. Data analysis is conducted via the Documentary Method. Thus, the project contributes to research on teacher professionalism by exploring subject specific aspects of teachers’ habitus – addressing a desideratum of current research on teachers’ habitus.