Zur Professionalisierung von Geschichtslehrerinnen und Geschichtslehrern

Aktuelle Fragen und Forschungen zum bislang vernachlässigten Thema Geschichtslehrer(aus)bildung

Little or no attention has been paid to the professionalising of history teachers so far. Professionalization has never been in the focus of history didactics neither from a historic nor a contemporary perspective. Taken into account the latest developments and discussions, for which PISA and Bologna stand as catchwords, it is obvious, though, that there is a need for extended research. Therefore, the inquiry into questions concerning the area of competences especially their training and development is essential. It is equally important to look into the specific functions of all separate phases of the qualification process. Additionally, the classic problem of the practical relevance of contents in the first phase of teacher training must be of concern as well as the role of academic and theoretical disciplines in teacher training programmes in general. These questions are attended to in five main sections. It is also dealt with historical and contemporary images of the so-called good teacher, the professional socialization of history teachers, the structures of education programmes for history teachers after Bologna, specific ways of educating history teachers at university as well as a comparative survey of different European countries.

Autorentext
Prof. Dr. Marko Demantowsky lehrt Didaktik der Gesellschaftswissenschaften an der Fachhochschule Nordwestschweiz. Dr. Alfons Kenkmann ist Professor für Geschichtsdidaktik an der Universität Leipzig. Dr. Michael Sauer ist Professor für Didaktik der Geschichte an der Universität Göttingen.

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