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

本研究项目旨在重构高校教师教育的具体状况。在大学教学协议的基础上，我们将举例分析大学教师教育的异质教学文化和实践需求的多样性。在不同的大学，数学、生物学和德语语言和文学研究课程，在各自的教学和教育科学中，培养学生成为中学教师的课程将被记录和客观解释。我们专注于依靠教师和学生之间互动的教学形式。这些课程将从教学文化和处理教师教育学生遇到的实际需求的方式的角度来考虑。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，也是他们在学习中满足实际需求的不同形式的结果。我们假设大学教学对教师教育的实际需求的反应范围很广，从声称对培养学生非常重要到能够教书到对任何实际需求的不同形式的拒绝。在此背景下，我们以重构高校教师教育中不同教学文化的异质性为例。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。我们期望对互动协议的有计划的重建将提供对大学教学构成的经验见解。该项目旨在从经验上理解大学教学的内在逻辑，特别是与学校教学的内在逻辑进行对比。

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.