Fachfremdheit zwischen Profession und Organisation

Structural foreignness in primary schools is generated due to the subject-specific and the simultaneously existing class teacher principle. Judith Lagies addresses the resulting challenges faced by primary school teachers in the subject of mathematics from both an educational science and subject didactics perspective. A differentiated typology illustrates forms of potential deprofessionalization of the primary teaching profession as well as established practices in everyday teaching.

The content includes the structural-theoretical profession approach and habitus, the subject and class teacher principle, praxeological knowledge sociology and documentary method, as well as sense-genetic typology and socio-genetic tendencies towards deprofessionalization.

The target audiences are educators and students in educational science, particularly in primary education and subject didactics in mathematics, as well as experts in education policy, primary education (teachers, school leaders), and professional development.

The author Judith Lagies was a research associate in school pedagogy at the Institute of Educational Science at the University of Osnabrück. Her focus areas include the professionalization of teachers, talent development, and reconstructive social research.