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

本研究结合知识社会学与实务理论的观点，实证分析教学专业在处理与学科相关的关键职业需求方面的差异。理论考虑和实证研究结果表明，教师如何获得特定于其学科学科的思维、感知和行动的性格方案。这些方案可以被理解为习惯，即指导代理人实践的隐性知识。因此，本项目探讨了教师习性的主体特异性。为此，对来自不同学校、学科同质组（德语、数学、社会科学/政治教育）的教师进行小组讨论的数据进行了分析，分析了处理核心职业挑战的习惯倾向，这些挑战构成了教师认为自己面临的紧张关系。数据分析通过文献法进行。因此，该项目通过探索教师习惯的特定学科方面，为教师专业主义的研究做出了贡献——解决了当前教师习惯研究的一个愿望。

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.