FACULTY OF EDUCATION

The researchers of the Faculty of Education ask about individual and institutional prerequisites, processes and results of learning. Within the framework of the Science Initiative Education Research, they investigate the development of pupils as future actors of civil society in the face of heterogeneous family, school and learning situations. To this end, they combine the educational sciences (pedagogy, psychology) with the subjects German, English, mathematics, non-fiction, politics, religion, art, music, sport, biology and chemistry as well as with economic and social education. About 35 professorships with about 150 employees are involved.

The Science Initiatve Education

A research-based education of teachers is at the centre of all efforts to qualify future generations and to secure the next generation of scientists. Over the next few years, teacher training at Leuphana University Lüneburg will be redesigned with the aim of developing a high-quality, research-based range of courses that will help prepare students for the high demands placed on the professionalism of the teaching profession and support practitioners in consistently developing this professionalism. The Leuphana University of Lüneburg will focus its research and teaching on dealing with heterogeneity and inclusion as one of the most urgent challenges in the German education system both currently and in the future.

In view of social developments and explicitly in dealing with heterogeneity and inclusion, future teachers are expected to be able to deal with diversity, developments and change, to continuously revise, update and improve their subject-specific knowledge, to be aware of the relativity of truth and to be capable of acting and shaping under conditions of ignorance and uncertainty. The goal is a comprehensively educated personality who is able to independently and creatively influence diverse challenges within the framework of his or her individual possibilities for action.

The examination of heterogeneity and inclusion, which is currently perceived as an urgent problem and a central problem for the near future, focuses on the central question of the Science Initiative Educational Research: How can the different views of the world be made clear to each individual young person in the face of social changes and challenges and how can access to them be made possible?

The heterogeneity approach of the Science Initiative Education Research is not limited to the heterogeneity of learners, but also focuses on the heterogeneity and interdependencies of (subject-related) didactic approaches and their effects on learners. In view of the constantly changing requirements in schools, these didactically specific, but at the same time inter- and transdisciplinary approaches to research, teaching and design appear to be highly suitable not only for dealing with the topic of heterogeneity in a focused manner, but also for developing a set of instruments that can react to these requirements and shape them constructively.

The overall concept of the Education Research Initiative is also being developed with a view to dovetailing the first and second phases of teacher training more closely with each other in the future under the premise of optimal theory-practice interaction, and to establishing and expanding a permanent school network (campus school) in which projects, further education and training courses, including e-learning and blended learning, work together in such an integrative manner that students experience both research and practical relevance during their studies and increasingly shape their own lives through self-regulation.

AG DIGITAL TEACHING AND LEARNING

In the recent past, the effects and impacts of digitally enhanced teaching/learning scenarios on educational and social processes have been intensively discussed. While education policy is primarily concerned with the expansion of Germany's digital infrastructure, scientists are increasingly called upon to generate evidence-based findings on processes, people and products and to discuss these on an ongoing basis. The presumed potential of digital media in areas such as the individual support of pupils and the effects of digital skills on the participation in and shaping of society are thus critically questioned.

In several research and structural projects, the Faculty of Education faces up to these tasks in order to train and further educate prospective or active teachers on the basis of the latest findings and thus optimally prepare and support them for tasks in the areas of digital teaching and learning processes.

Participating researchers (sub/project managers) from Lüneburg:

Prof. Ahlers

Prof. Besser

JProf.'in Friedrichs-Liesenkötter

JProf.’in Kuhl

Prof. Schmidt

Prof.’in Süßenbach

 

AG SUBJECT AND LANGUAGE

In view of the realization that the heterogeneity of students in all school subjects, which has always existed, also plays a major role in the learning process, various subject didacticians and educational scientists from the Universities of Hamburg and Lüneburg have been meeting regularly since summer 2011. The aim of these meetings was and is the interdisciplinary investigation of the influence of linguistic heterogeneity on the teaching of subjects in secondary school.

Participating researchers (part-/project leaders) from Lüneburg:

Prof. Leiss

Prof. Ehmke

Prof'in. Neumann

Prof. Ahlers

A separate homepage of the AG can be found here.

 

AG Inklusion

The discussion about the diversity of children and adolescents in the school context and how to deal with it appropriately has increasingly moved to the forefront of educational policy and school pedagogical debates in recent years. School reforms (e.g. the ratification of the UN Disability Rights Convention in 2006 and the associated implementation of inclusive schools) and social developments (e.g. through migration) are leading to a change in the composition of learning groups. Teachers are faced with the challenge of constructively addressing this ever-increasing diversity and enabling all pupils to participate in school and thus in social life. Taking up these challenges, teacher training institutions are adapting their training concepts in order to adequately prepare future teachers for the demands of an inclusive education system.

In several research and development projects, questions concerning the implementation of an inclusive education system are also being addressed at the Leuphana University of Lüneburg and compiled within the framework of the Inclusion Working Group of the Faculty of Education. On the basis of current scientific findings, a profile study programme on inclusion is being designed to prepare and support future teachers for their tasks in the field of school inclusion and dealing with diversity.

Participating researchers from Lüneburg:

Prof.’in Abels
Prof. Besser
JProf.'in Friedrichs-Liesenkötter
Prof.’in Henschel
JProf.’in Kuhl
Prof. Maset
Prof.’in Ruwisch
Prof. Schmidt
Prof.’in Süßenbach

Public Lecture Series ´Internationalizations of Social Pedagogy –  Pedagogizations of Social Work?`

(Inter)national Variegations of Social Pedagogy and Social Work - Weitere Informationen hier

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Contact

  • Heike Kasten