Considerations Regarding the Function of Study Projects in the Subject History on the Basis of Empirical Findings

Überlegungen zur Funktion von Studienprojekten im Fach Geschichte anhand empirischer Befunde

Abstract

This article uses available findings from a research project in the didactics of history in Bielefeld running since 2016, in which the development of domain-specific competencies of student teachers in the subject history are evaluated. In the process, narrative and hermeneutic competencies – seen as main competencies of prospective history teachers – are tested in seminars, designed for preparing the students for their practical semester in school, by a PRE-POST-FOLLOW UP-method with test sheets. Leading question within the didactics is the level of said competencies after nearly completing a master’s degree and in how far they are developed through the practical phases in the academic education. Can they be promoted by the preparing and accompanying seminars and the practical semester itself? Which content provides suitable interventions? In response to the question, whether study projects – seen as main element of research-based learning in the practical semester – can present such an intervention, previous findings will be used and discussed after presenting some therefore relevant aspects of design and instrument of the research project. Furthermore, possible consequences will be generated from the results.