What Competencies Do Teachers Need? Demands of the Teaching Profession from the Perspective of Teachers and Teacher Educators

Authors

  • Sabine Weiß Ludwig-Maximilians-Universität München
  • Simone Schramm Ludwig-Maximilians-Universität München
  • Ewald Kiel Ludwig-Maximilians-Universität München

DOI:

https://doi.org/10.17169/fqs-15.3.2174

Keywords:

content analysis, demand profile, group discussion, professional knowledge, school type, social competency, system of categories, teacher, teacher-student-relationship

Abstract

Studies on the demands professional teachers face are not sufficient. Especially neglected is the articulation of demands in terms of an experience based social practice, although social practices of this kind are very influential in everyday professional action. Teachers complain that their particular attitudes and concepts of classroom activities are not considered adequately in research on teaching. The study described in this article uses group discussions, composed of two groups, experienced teachers and experienced teacher educators, in order to identify central job demands for different school types (primary school, middle school, elementary school). The analyses of these discussions is based on qualitative content analysis based on MAYRING. Central findings for both expert groups simultaneously highlight demands referring to social competencies and student interaction. Furthermore, one can find differences based on school type. For example, subject knowledge is more important for elementary school teachers; primary school teachers need to be more stress resistant. Furthermore, some demands, e.g., subject knowledge and ability to communicate, are defined depending on school type. Developmental tasks for prospective teachers are deduced from the demand profiles. Our qualitative research on the demands teachers face has proved fruitful and might reconcile to some extent the gap mentioned above between research and experience based social practice. This gap is bridged by providing teachers with the possibility to articulate their attitudes and concepts of classroom activities in terms of so called collective orientation patterns.

URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1403201

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Author Biographies

Sabine Weiß, Ludwig-Maximilians-Universität München

SABINE WEIß, Dr. phil., ist Akademische Rätin auf Zeit am Lehrstuhl für Schulpädagogik an der Ludwig-Maximilians-Universität München und Systemische Individual-, Paar- und Familientherapeutin (DGSF). Ihre Forschungs- und Arbeitsschwerpunkte sind Lehrer/innengesundheit, berufliche Anforderungen des Lehrer/innenberufs, Studien- und Berufswahlmotive von Lehramtsstudierenden, Eignung sowie Kompetenzentwicklung im Lehrer/innenberuf.

Simone Schramm, Ludwig-Maximilians-Universität München

SIMONE SCHRAMM, M.A., war bis einschließlich 2012 wissenschaftliche Mitarbeiterin am Lehrstuhl für Schulpädagogik an der Ludwig-Maximilians-Universität München und ist European Business Trainerin (EBT). Ihre Forschungsschwerpunkte sind die Bildung älterer Menschen, Kompetenzentwicklung im Lehrer/innenberuf und Wirksamkeit von Lehrer/innenbildung.

Ewald Kiel, Ludwig-Maximilians-Universität München

EWALD KIEL, Prof. Dr. phil., ist Ordinarius für Schulpädagogik und Leiter der Abteilung für Schul- und Unterrichtsforschung an der Ludwig-Maximilians-Universität München. Zahlreiche Publikationen zu interkultureller Didaktik, Lehrer/innenbiografie, Studien- und Berufswahlmotivation im Lehrer/innenberuf und Unterrichtsgestaltung. Seine Forschungsschwerpunkte sind Lehrer/innengesundheit, Fallorientierung in der Lehrer/innenbildung, Didaktik, Berufswahl und Eignung sowie Kompetenzentwicklung im Lehrer/innenberuf.

Published

2014-08-08

How to Cite

Weiß, S., Schramm, S., & Kiel, E. (2014). What Competencies Do Teachers Need? Demands of the Teaching Profession from the Perspective of Teachers and Teacher Educators. Forum Qualitative Sozialforschung Forum: Qualitative Social Research, 15(3). https://doi.org/10.17169/fqs-15.3.2174

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Section

Single Contributions