Zur Deutung des Lehrberufs durch Lehrer und Lehrerinnen. Eine Geschichte berufsbezogener Deutungsmuster. Projektskizze
| Autoři | |
|---|---|
| Rok publikování | 2021 |
| Druh | Další prezentace na konferencích |
| Fakulta / Pracoviště MU | |
| Citace | |
| Přiložené soubory | |
| Popis | Übersetzungstypen Textübersetzung Ausgangstext 3.753 / 5.000 Übersetzungsergebnisse With this paper, I would like to put a research project up for discussion at an early stage. The goal of my project is to examine job-related interpretation patterns and role constructions among teachers in their historical change. The question around which the interpretation patterns meant here revolve is simple and at the same time momentous: "Why am I actually a teacher?" - "Why am I actually a teacher?". It is therefore not primarily about patterns of interpretation in relation to problems and challenges that arise in concrete everyday work (such as dealing with disruptions in class, balancing of closeness and distance in relation to learners, etc.), although such problems are of course part of the question to be dealt with here can play into. Rather, the focus is on the question of how teachers perceive their own profession as a whole and what significance the teaching profession had for them with regard to the construction of meaning in life. How the horizon of meaning, which overarches the level of concrete action in everyday working life, was constructed in detail, undoubtedly varied and varies between individuals. However, such patterns of interpretation are also conveyed communicatively and adopted by individuals in the socialization process, so that one can assume that there are patterns of interpretation that are specific to a society or a certain social group within a society in its respective historical constitution. Interpretations of the meaning of the profession, the professional tasks and the role of the profession in society were closely related to the professional commitment of teachers. When it comes to professional engagement, different aspects have to be considered. First and foremost is the concrete work in the classroom, i.e. the teaching activity. Even if this is the place where most of the teaching takes place, this project should focus on two other aspects that are closer to the question of the relationship between the teaching profession and the meaning of life. The first relates to the possibility of improving one's own field of activity in the long term and beyond one's own work in the classroom: participation in school reform or school development. The second concerns the question of how one relates one's own sphere of activity, i.e. the school, to the question of shaping social conditions as a whole, and can be overwritten with the catchphrase school and politics. The historical change of such interpretation patterns is to be examined in more detail in the project presented here: Which patterns of the interpretation of the relationship between profession and meaning of life can be identified historically; which patterns of interpretation of one's own professional role and the social significance of one's own profession? How have these changed over time, how are changes related to the change in the social situation of teachers on the one hand, and to the change in non-educational discourses on the other hand, and what interactions existed between such images, which are to be located in the sphere of the ideal, and concrete attitudes in relation to professional duties? The period to which such a question can meaningfully refer begins with the nationwide establishment of a state-controlled school system in the late 18th and early 19th centuries, with which the teaching profession at both higher and lower schools developed as an independent profession in modern Sense constituted, and extends to the present. Due to economic considerations, the study will be limited to the situation in Germany and Austria. |
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