Developing Professionalism in the Didactics of Social Science

Abstract

On the basis of the present discussion of professionalism in teach-ing, this article asks for the specific characteristics of professionalism in the di-dactics of social science education and maps out possibilities for supporting their formation and development. Professionalism in the didactics of social science ed-ucation is herewith described as a reflective potential towards differentiation, es-timation, and action. On the one hand, this professionalism refers to the multiple subjects within the discipline (sociology, economy, political science); on the oth-er hand, it needs to take into account the social context and everyday life experi-ences of the learning party. As professionalism in teaching in general, profession-alism in the didactics of social science education distinguishes three aspects of knowledge: scientific knowledge, operating knowledge and professional knowl-edge. The article argues for a strong interrelationship between progressing pro-fessionalism and research-oriented learning. The article suggests and offers pos-sibilities for working with a matrix of peer reflection on in order to support re-search-based learning in the didactics of social science. The proposed matrix presents a guideline for students to facilitate talk about, and reflect upon, their observations, sensations, assessments, irritations, alternatives of action, limits, (missing) knowledge, questions towards applying theories, and more. In addition, the suggested peer reflection matrix helps students, young professionals and teachers in both school and university to improve self-assurance in the field of social science education and professionalism at the same time. Even though the focus of this article is on professionalism in social science education, it may offer valuable insights for didactics in other subjects.