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The paper presents the documentary interpretation of distance classes conducted during the Corona pandemic using videoconferencing. The methodogical framework is based on a comparison of the distance classes with face-to-face teaching by the same teacher in the same subject that was videotaped before the pandemic. This comparison allows to reconstruct the transformation of the class that can be related to the digital format. It turns out that it is not the teacher‘s usual modus operandi of teaching, but the mode of communication delegated to the videoconferencing system that determines the interaction of teacher and students and the way in which they deal with the subject content. [ABSTRACT FROM AUTHOR]

In our contribution, we are interested from a practice-theoretical perspective in how schools negotiate normative expectations – in this case ensuring and if necessary, increasing students’ participation – and how they engage with those expectations in their school improvement. For this purpose, we reconstruct school-specific negotiation processes with the help of a documentary longitudinal analysis of group discussions with teachers. The analysis reveals a variety of complex constellations of stabilizing and changing tendencies. This opens new perspectives for and on school improvement research and its basic question of stability and change of schools. [ABSTRACT FROM AUTHOR]

In processes of individual school development, change-oriented initiatives are taken up as occasions that are contextualized in the school organizational context with the participation of a large number of actors. A key momentum here is the influence of individual teachers with a leading position in connection with or without structural powers. In dealing with the crisis emanating from the COVID-19 pandemic, which is characterized in particular by the closure of the physical space of the school, they take responsibility for transforming the school‘s own processes, rules and routines. Based on interview data of the project ‚Collegial Leading in the Crisis‘, we reveal structures of collegial leadership that generate meaning and action and that refer to actor’s modes of action for school development. [ABSTRACT FROM AUTHOR]

The article traces the path of the religion-didactic model of a „bible conversation“ from teacher training to Protestant religious education in a 7th grade of a comprehensive school. Based on the notion of a tension between norm and habitus (Bohnsack 2014b), the contribution reconstructs how norms from a teacher training influence classroom practice by being integrated into or subsumed under existing routines - or how they are rejected. To this end, the contribution analyses teaching sequences and reconstructs tensions between norm and habitus on the part of the teacher on the basis of the documentary method. From a religious-didactic point of view, the reconstructed habitual orientation towards disambiguity and formalisation proves to be a particular challenge to the programmatic demand for the promotion of tolerance of ambiguity in religious education. [ABSTRACT FROM AUTHOR]

From a professional-theoretical perspective contingency is considered a recognized characteristic of teaching. The implications of contingency concerning the construct of professionalism have been discussed extensively and controversially over the last years. The aim of this contribution is to examine contingency and the significance of uncertainty for processes of professionalization. Findings will be discussed according to the theory of experiential learning. Based on three contrasting interviews with young professionals, which have been analysed with the documentray method, the following questions will be approached: What is the empirical constitution of contingency? Which implicit modes of handling uncertainty can be reconstructed? What forms of adaption or development are triggered by coping with uncertainty? Young professionals’ divergent orientations are reconstructed and theoretically discussed. The results show a high connectivity to the recent development of theory. Furthermore, it becomes obvious that (at least basal) recognition of teaching contingency seems to encourage young professionals to transfer crisis-ladden situations into further design efforts. [ABSTRACT FROM AUTHOR]

The article analyses the uncertainty that shows in the way teachers speak about their lessons. Against the background of the requirement to deal productively with uncertainty to support students’ learning processes, a reconstructive interview-study with teachers is presented. The research questions are: Which experiences of uncertainty do the teachers have and how can they be grasped by using certain research methods? Data analysis with the documentary method shows two patterns of experiences of uncertainty, structured by different relations of norms, common sense-theories and habitus of the teachers. [ABSTRACT FROM AUTHOR]

In this paper, the importance of the institution school for occupational socialization and an associated development of a (professional) teacher habitus is elaborated. Based on the thesis that the genesis of a (professional) teacher habitus is not only based on the origin and education-related socialization experiences, but is also significantly dependent on the prevailing discourses, practices, rules and rituals at the respective individual school, we follow a consistently relational approach, which accounts both for the school culture of the individual school as a symbolic order and for the teacher habitus as a stable system of incorporated rules of action. It is assumed that each school develops its own professionalization space, to which the respective teacher habitus formations can stand in diversely intense relationships. The first exemplary results of a case study on the matching of teacher habitus and school culture are presented in this article. [ABSTRACT FROM AUTHOR]

The focus of this paper is the explorative analysis of selected elements of two professional campaigns. On the basis of professorial and practical theoretical assumptions as well as using the documentary method, it is shown which images of becoming teacher and being teacher can be reconstructed with the aid of postcards, which are used for recruiting teachers. On the one hand this paper discusses how such data can be opened up for the study of the teaching profession through the chosen research-practical approach and the empirical reconstruction. On the other hand, the findings of the reconstructable ways of negotiating the teaching profession are contrasted with essential assumptions of the approaches of professional research. [ABSTRACT FROM AUTHOR]

The following article focusses on a cooperation between the first and the second stage of teacher education using the example of the so-called 'Teaching in Tandems'. As an element of the teacher education reform in Lower Saxony, 'Teaching in Tandem' was introduced along with a semester-long internship with the aim of interlocking different institutions involved in teacher education more closely, also in regard to their stakeholders. Here students are taught and mentored cooperatively by a tandem of (ideally) both a subject didactics expert and a lecturer from a teacher training college (Studienseminar). The article presents first insights into a research project concerned with reconstructing the cooperative practice between representatives of the first and second stages of teacher education. An analysis of 'Tandem Discussions' by the means of the documentary method delivers the basis for the report which focusses primarily on the handling of the theory practice relationship. [ABSTRACT FROM AUTHOR]

This article is interested in the significance of movies as a specific form of representation in casuistic teacher education: Based on empirical analyses of a movie scene and its perception in student discussions we sound out the relation between the topic framing the discussion - here the demand for inclusion -, the media form of representation of the case, and the modus operandi of the case-based dispute by the university students. The construction of the materiality of the movie and its role for the case-based teacher education yet appear to be little elaborated methodologically. The article outlines this form of representation, also reflecting the question how it can be considered for case-based teacher-training in the context of inclusion. [ABSTRACT FROM AUTHOR]

In structural-theoretical approaches to teacher professionalism, it is assumed that the teachers' adequate handling of antinomies is a central attribute of professionalism. From a didactical point of view the 'Sachantinomie' concerning the relationship between subject norm and students' conceptions is particularly relevant in this context. Video vignettes offer the possibility of a case-based perception and reflection of antinomies in university teacher education. Assuming that the perception of classes is also based on implicit knowledge, it is helpful for the configuration of the practice of university teacher education to first reconstruct the implicit knowledge of pre-service teachers. In the present paper, the question is pursued which implicit knowledge of pre-service teachers influences the perception of students' conceptions in evolution classes and the way teachers deal with it. This explorative study uses video vignette and conducts group discussions for data collection. Data analysis is carried out using the documentary method. Based on the first results, perspectives on the ‚Sachantinomie' are provided considering implicit knowledge in teacher education [ABSTRACT FROM AUTHOR]

Almost worldwide inclusive school systems have been politically enacted and the implementation is a major challenge. Most of the literature concerning inclusive pedagogy focuses on social participation and pedagogical approaches in general, leaving out the transfer of these demands to specific subjects. This paper presents an explorative case study focusing on the conflicts a teacher experienced when teaching chemistry at an inclusive school. Following the steps of the documentary method, the orientational frameworks guiding the teacher's actions during a chemistry lesson is unveiled. This framework is participation oriented and is in conflict to the demands of both, science and inclusion. [ABSTRACT FROM AUTHOR]

The article explores the impact of emotions on professional activities of teachers (in their career entry phase). On the one hand, it is going to be discussed how the concept of habitus in light of the Documentary Method helps to grasp the role of emotions and on the other hand, the focus will be on the question how the investigation of emotions can inform the study of young professional teachers' habitus. The data are stimulated narrative accounts that were collected through interviews. The expression of emotions is viewed as a means of showing either uncertainty or confidence within the interviewees' habitus. It is going to be examined how the interviewees experience conflicts between their habitus and the perceived norms. It will be shown that the reconstruction of emotions sheds light on such conflicts between habitus and perceived norms and vice versa. [ABSTRACT FROM AUTHOR]

Degree programs leading to teacher accreditation can cause several crises for students and their (occupational-)biographical development, which get perceived and processed in a wide variety of ways. Linked to this is the question, if - or in what extent - students develop (or already possess) a discipline-specific habitus by being exposed to potential crisis-inducing experiences during their education, how this habitus is formed and how the process of forming it can be researched empirically. Looking at documentary reconstructions of two group discussions between sports students, which have been conducted one year apart from each other, it can be assumed that the ways of experiencing and dealing with perceived irritations are habitually shaped, while at the same time allowing or even necessitating habitual changes - seemingly incorporating subject- related particularities. This contribution is set within the framework of an ongoing research project interfacing the research of both academic culture and profession focusing on sport students' field-specific conception of their profession - their "field habitus". [ABSTRACT FROM AUTHOR]

Mrs. Adler is a comprehensive school teacher. Selected passages of her case report serve as a starting point for an analysis of her dilemma of orientation of differentiating in an authentic manner between being a teacher and being a private person in order to interact with her pupils at school. The concept of habitus according to Bourdieu and its methodological-methodical function in the documentary method according to Bohnsack are central to this article. It becomes evident that there is more than one habitus to a person and that these may vary even within the same person in their respective different field of action. In addition, it clearly shows Mrs. Adler's endeavours to distinguish herself from her colleagues - which permits to draw up the development of a teacher-specific-habitus. [ABSTRACT FROM AUTHOR]

The following article presents key results of a reconstructive study about teachers' career entry. Based on narrative interviews with 30 German and Swiss secondary and primary school teachers monitored in their career start for two years, the question pursued is how teachers in their career entry phase deal with norms of professional actions in the medium of their habitus and how they develop them. In the evaluation by means of Documentary Method two modi operandi of coping with tensions between the teachers' professional habitus and normative expectations can be reconstructed. The professional habitus develop themselves in empirically distinguishable spaces of experience. They include the organization-related interaction in general and more particularly the professional task of teaching-related interaction. The analysis reveals process structures of coping with everyday professional practice. [ABSTRACT FROM AUTHOR]

Based on a theoretical debate about the concept of media, this article empirically examines the function and relevance of media in classroom interactions. Todoso, we analyze an exemplary selected classroom situation about Goethe's Faust, which ischaracterized by the simultaneous use of multiple media. We show that the media are staged as anauthority with which the students have to deal with to solve their problems of understanding. The teacher is responsible only for the formal access to information and not for substantive support. This allows independent learning, while also risking excessive demands on the students. [ABSTRACT FROM AUTHOR]