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

该应用项目基于教师专业化是一个终生过程的假设。此外，假设这一职业化进程受到传记和体制条件的影响。有鉴于此，合并性格与个别学校特点之间的相互作用是特别值得研究的。在有关教师习性和学校文化的相关文献的背景下，我们将选择两所对比学校。收集的研究材料将基于序列分析进行解释。其目的是重建和识别学校文化和教师习惯的理想-典型星座。根据学校的自我陈述和与抽样教师的小组讨论，将重建有关教师专业化进程的有意义的条件(机会和限制)。文献法是方法论方法。选取职业传记型教师访谈样本，采用序列分析习性重构的方法进行分析。这一方法的目的是重建访谈中提出的教师习惯类型。在下文中，将参照职业习惯的启发式模型，分析重构的教师习惯类型，以了解他们的专业化水平。最后，计划了一个多层次的程序，包括个别学校和跨学校的对比，目的是确定职业化进程的范围和条件。这具有与实践相关的重要性，特别是对未来的教师教育计划。

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.