Abstract:

In Germany, most universities have particular curricula for teacher training, and freedom of teaching is highly valued. Lecturers of many subjects tend to teach only about their research. That focus results in a low degree of generally shared contents among students within the same subject and in future teachers who do not understand why they have to study their subject on an academic level. We think that teacher training in all subjects has to rest on four equally essential pillars [1]:
1. Using knowledge, skills, and stances typical for the subject for problem-solving in everyday life.
2. Studying the subject as an academic discipline in order to add depth and width to the first pillar.
3. Gathering teaching experience in the subject with oneself and with the target audience in schools.
4. Reflecting on teaching experience by using categories and methods taken from subject didactics.

The specific contents of each pillar should not be chosen by subjective preferences or politically motivated education plans alone, but – at least in part – by using empirical research within owns own scientific field. We will use our empirical research concerning teacher training in ethics and philosophy as an example.

Concerning pillar 1 and pillar 3, we asked ourselves what philosophical problem solving is all about. Using the results of empirical research in cognitive psychology [2, 3] we developed the TRAP-Mind-Theory [4] which allows understanding philosophizing as an interdisciplinary teaching principle. An empirical study at schools currently tests this theory.

Concerning pillar 2 and pillar 4, we carried out two expert surveys. In the first survey, we asked about 1500 lecturers at universities in Germany, Austria, and Switzerland about the most important philosophers [5]. In the second survey, experts of didactics of philosophy answered about their views on the most important fields and problems of didactics of philosophy and ethics [6].

With the data gathered, we are currently rethinking and professionalizing our teacher training curriculum. The idea is to maintain the praxis of highly specialized courses but to add a few carefully planned (blended learning) classes on basic content, in order to make students see the connection between the different areas of their subject.

References:
[1] F. Brosow, “The Ludwigsburg Model of Teacher Training in Ethics‟, Journal of Didactics of Philosophy, vol. 1, no. 1, 40-43, 2017 URL: www.philosophie.ch/jdph. Accessed 6 July, 2019.
[2] D. Kahneman, Thinking, fast and slow. London: Penguin Books, 2012.
[3] F. Brosow, “Zur Relevanz kognitiver Verzerrungen für die Didaktik der Philosophie und Ethik‟, in: Lebenswelt und Wissenschaft. Jahrbuch für Didaktik der Philosophie und Ethik 2018, (B. Bussmann and M. Tiedemann eds.), 57-80, Dresden: Thelem, 2019.
[4] F. Brosow, “The Trap-Mind-Matrix‟ (2019). Retrieved from: https://doi.org/10.13140/RG.2.2.20574.48961. Accessed 6 July, 2019.
[5] F. Brosow and P. Maisenhölder, “Empirical Study Concerning Philosophical/Ethical Core Contents in Teacher Training‟, 2019. Retrieved from: https://doi.org/10.13140/RG.2.2.13562.13762/1. Accessed 6 July, 2019.
[6] F. Brosow and P. Maisenhölder, “Empirische Studie zur Ermittlung fachdidaktischer Kerninhalte im Lehramtsstudium Philosophie/Ethik‟, 2019. Retrieved from: https://doi.org/10.13140/RG.2.2.15239.85922. Accessed 6 July, 2019.

Keywords:

Empirical research, curriculum design, teacher training, philosophy, subject didactics, survey, Ludwigsburg Model of Teacher Training in Ethics.