Implementation: Dr. Thorsten Merl

The habilitation study investigates authorizations of teaching. Authorizations bring recognized forms of legitimate pedagogical action into focus. The question is what can be recognized as pedagogical practice in the context of school teaching and thus what teachers are authorized to do and how. The study on teaching theory focuses on the lower secondary level at schools in socially deprived situations, because here the authorization of teaching appears to be particularly precarious (this can be seen, among other things, in high school absenteeism, frequent disruption of lessons, low motivation to achieve). The authoritative recognition of pedagogical action is precarious here, not least because pupils at these schools are constantly and systematically negatively affected by educational inequality, which calls into question the legitimacy of the organization as a whole. By focusing on precarious contexts of instructional authorizations, fundamental authorizations of instruction are to be brought into view, which allow an empirical-reflexive determination of what is essentially considered pedagogical practice instruction.

Participants: Prof. Dr. Kathrin, Racherbäumer, Dr. Anke B. Liegmann, Dr. René Breiwe, Prof. Dr. Isabell van Ackeren (UDE), Marion Schwehr.

The project is part of the BMBF funding line Digitization II (FKZ 01JD1909A/B, duration: 5/2020-4/2023).

The focus is on the design approach of Research Learning Communities, with which scientists, teachers and students use digital tools to develop inclusive learning arrangements that are tested and further developed in a data-based, iterative process. The aim of the project is to sustainably promote digitalization and inclusion in secondary schools.

Participants: Prof. Dr. Kathrin Racherbäumer, Prof. Dr. Isabell van Ackeren, Prof. Dr. Nina Bremm, Prof. Dr. E. Dominique Klein, Dr. Laura Beckman, Dr. Isabel Dean, Dr. Thorsten Merl, Sabrina Rutter.

Funded by the Ministry of Schools and Education of the State of North Rhine-Westphalia, project duration: 11/2019-11/2025

The Talent Schools pilot project supports a total of 60 schools in North Rhine-Westphalia in socially deprived areas (45 schools with lower secondary level and 15 vocational colleges) in their school and teaching development over a period of six years. The Ministry of Schools and Education of the state of North Rhine-Westphalia is providing the talent schools with additional resources for this purpose. By implementing special teaching concepts that focus on developing a specialist support profile in the areas of STEM or cultural education, the talent schools should contribute to measurably better learning outcomes for pupils and to identifying their pupils' potential. The accompanying scientific research is being conducted as part of a joint project between the Universities of Siegen and Duisburg-Essen. The aim is to analyze school and teaching development processes at the talent schools in a longitudinal section, taking into account the complexity of the individual school's initial situation on the one hand and the special project architecture on the other. Different stakeholder perspectives (educational administration, school development facilitators, school management, teachers and additional teaching staff, pupils) are recorded in a mixed-methods design in the form of standardized surveys as well as qualitative interviews, group discussions and ethnographic classroom observations.