Summary:

The text deals with professionalisation in the field of action school. First, the social image of the teaching profession is shown in its contrasts. The teaching profession is of existential importance for the individual as well as for society and is therefore given special attention, and high expectations are placed on the actions of teachers as professionals. The ways and forms of professionalisation in the teaching profession, i.e. how teachers are best qualified, are explained in this text. Within school-related professional research, there are a total of five research approaches that can be assigned to two main directions. These are briefly outlined in the text. The two main directions look at professionalisation from different perspectives. The personality approach and the competence-theoretical approach look at professionalisation from a psychological perspective and work with quantitative methods. In contrast, the structure theory approach and the cultural theory approach take the sociological perspective on professionalisation and use qualitative methods. In between there is the more professional-biographical approach in teacher research. This lies between the two main directions and integrates them. The disciplinary perspective thus determines how professionalism is viewed and the methods used to research it. There are, however, fundamental similarities between the research directions, which thus mark the theoretical starting point of any professionalization of teaching professions. On the one hand, there is the certainty that professionalism can be learned and trained through professionalisation processes. On the other hand, there is agreement that professionalisation takes place in the medium of scientific knowledge, i.e. teachers must be scientifically trained in order to develop a sound ability to judge and make decisions.

Language: German