Abstract:

The decision to enter the teaching profession equally represents the decision to engage in lifelong and shared learning. During the professionalization process (studies, traineeship, profession), growing together in the sense of a community of practice [cf. Wenger-Trayner 1998, 2013] offers promising potential. Especially against the background of current societal demands, such as inclusion, digitization, and the promotion of democratic awareness, cooperation should be firmly anchored in the professional understanding of (prospective) teachers. However, studies have shown that teachers in Germany, in particular, have not yet made appropriate use of this potential for cooperation [see Richter, Pant 2016].

Fundamental to cooperation is a theoretical basis, which can then be applied to specific practical requirements. This professional knowledge ([cf. Koehler/Mishra 2009], [Marci-Boehncke 2018]) needs to be acquired and conceptually linked in the course of studies. The present study aimed to find out to what extent students at the end of the bachelor's program have an awareness of theory relevance in teacher training. Methodologically, the investigation was carried out with the help of student group discussions in which students jointly developed concept maps ([cf. Peuckert, Fischler 2000], [cf. Novak 1990]) on teaching German. The purpose was to find out which concepts on German teaching are available and to what extent they are linked to each other. A total of four group discussions, each with three to four bachelor students of German teaching, were recorded, transcribed, and analyzed for content ([cf. Mayring 2000], [cf. Kuckartz 2014]). In the analysis, it became clear that a standard body of knowledge is missing. The reasons for this are, on the one hand, individual knowledge gaps and, on the other hand, the lack of ability to adequately use technical language in the discussion. On a meta-level, it is additionally evident that students lack awareness of the relevance of theory-oriented professional knowledge.

Finally, in cooperation with a BMBF-funded project (DEGREE 4.0), the paper shows possible courses of action for higher education didactics in the sense of a Scholarship of Teaching and Learning [cf. Huber 2014] to promote discursive learning within a community of practice already during studies and to ensure sustainability in further education and professional practice.

Keywords:

Pre-service teacher, professional knowledge, community of practice, group discussions.