Nutzungsverläufe für fachdidaktische Studieninhalte der Fächer Deutsch, Englisch und Mathematik im Lehramtsstudium: Die Bedeutung der Lehrämter und der Zusammenhang mit Lehrinnovationen

Results are reported from the first wave of the ProfaLe panel study on teacher education at Hamburg University. ProfaLe is part of the Federal “Initiative for Quality Development in Teacher Education" and implemented at the University of Hamburg. Teacher students who study the subjects German, English and mathematics reported their use of opportunities-to-learn. The typical usage patterns of main subject didactical content areas are identified and the study examines whether reforms to improve university teaching in the “Initiative for Quality Development in Teacher Education" have been conducive in influencing these patterns. User data was collected by online questionnaires and analysed in a multicohort-sequential design. Typical for all three subjects were large significant usage increases in the bachelor's degree. Further significant increases in the master's degree program were found only in the subject English for “language didactics" and “methods". Positive correlations between reform measures of the ProfaLe project in university teaching and the use of individual didactical content areas could be found for the subjects German and mathematics, especially in the master's degree program. The hypothesis of a more intensive, curriculum-based use of the subject-didactical content areas in the bachelor's degree – by students studying for primary and lower secondary level and for special education in comparison with those studying for upper secondary level and vocational schools – was only supported in mathematics for the areas “dealing with heterogeneity" and “methods", probably caused by increased activities in these areas.