The team develops, implements and evaluates a core curriculum for the training of future police officers and teachers in order to prevent and repressive anti-Semitism. As part of a psychometrically secured digital large-scale test, the target groups' attitudes and knowledge about anti-Semitism and Jewish life are first recorded. This allows the curriculum to be better tailored. In addition, police and teachers learn how to intervene appropriately when dealing with anti-Semitism.
Project partners:
HiTCH 3. 0 – Developing Competence Measurement in History:
With the HiTCH project (Historical Thinking Competencies in History), funded by the BMBF from 2012 to 2015, a standardized test instrument was developed and tested to record the historical competencies of 15-year-old students in large-scale assessments (Trautwein et al. , 2017).
The HiTCH project group with history educators from Germany, Austria and Switzerland is currently working on the further development of this instrument under the leadership of Prof. Dr. Ulrich Trautwein (Hector Institute for Empirical Educational Research, Tübingen). Prof. Dr. Nicola Brauch and Dr. des. Marcel Mierwald participates in HiTCH 3. 0.
Development of a large-scale test to test the historical competencies of 15-year-old students
Project title: SOSCIE Future Social Sciences Teacher’s Competencies. Modeling and recording the didactic competence of future history teachers.
BMBF project in the funding line “Competences in the Higher Education Sector” (KoKoHs)
Project leader: Prof. Dr. Nicola Brauch (Didactics of History, Ruhr-Universität Bochum)
Cooperation partner: Prof. Dr. Matthias Nückles (Empirical teaching and school research)
Associate Partner: Dr. Albert Logtenberg (Leiden University Graduate School of Teaching, The Netherlands)
The aim of SOSCIE is to model and record those facets of history didactic competence that future history teachers should have acquired at the end of their university teaching studies (cf. KMK Standards 2008/2013). This facet is theoretically modeled in the construct Knowledge about Tasks in History (cf. Kunter et al. 2008 and Blömeke 2013) and, following Shulman (1987), as a cognitive competence model to capture knowledge integration of the three profession-specific areas content knowledge (ck), pedagogical content knowledge (pck) and pedagogical knowledge (pk) as an independent variant. Possibilities for the development of individual pck Competence for the teaching subject of history conceptualized.
Publication in the joint project
Accepted publications (in print)
“Researching history teacher” FOGEL
FOGEL. Researching History Teachers – History Didactic Project, funded by PerLe (Project Successful Teaching and Learning), Christian-Albrechts-Universität zu Kiel, as part of the funding initiative “Qualitätspakt Lehre” of the BMBF (since winter semester 2013/14)
Project leader: Prof. Dr. Andreas Bihrer (Media Studies)
Type of funding: Research funding
Institutional location: Pädagogische Hochschule Karlsruhe
Objective:
Stakeholders:
Type of funding: Gender research funding
Institutional location: Pädagogische Hochschule Karlsruhe
Objective:
Stakeholders:
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Last update: Jun 01, 2022
