Educational theory and school research
The research area deals with the design of educational processes and their institutional organization. The following basic principles and problems are addressed in the field of tension between discourses on educational philosophy and empirical research practice:
Teaching and professionalization
Social challenges and pedagogical demands require educators to develop a critical and reflective understanding of their profession. This is not limited to the achievement of standardized competencies, but is rather characterized by a productive approach to the contradictions and paradoxes of everyday professional life. What can such an approach look like and how can it be tested?
The Department of Educational Theory and School Research covers the teaching of educational science basics (BWG) for teacher trainees at secondary level. In addition, courses are offered as part of the Doctoral School of Education. The subject areas covered include educational philosophy, social theory and artistic-aesthetic issues in the context of teaching and learning in and out of school. Teachers set specific accents in their teaching by integrating their own research and practical experience.
Research and evaluation
Educational theory positions and pedagogical criticism
Dealing with education and upbringing is fundamental to the institutionalized school system. In terms of conceptual history, the following questions are central: What is currently understood by education? How can educational processes be made possible? What educational goals are we pursuing? Derived from this, pedagogical criticism of institutional routines becomes a central concern.
Educational institutions and pedagogical evaluation research
The evaluation research developed at the department focuses on aspects of institutionally organized mediation and (training) education. The successful design of educational and work processes in the interplay between professional, political and administrative demands is at the center of the analysis.
Aesthetic educational research and pedagogical experience
Educational processes are constituted through and in aesthetic dimensions. This raises the question of how aesthetic practice is practiced and can be learned and taught. Using the example of cultural mediation practices, the possibilities that open up for the design of educational processes when dealing with aesthetic dimensions are examined.