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

• Applicant: Professorin Dr. Carolin Rotter
• Subject Area: Educational Research on Socialization, Welfare and Professionalism
• Term: since 2020
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 443847346

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.

• DFG Programme: Research Grants