ZEP – Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik: Issue Soziale Komplexität als Lehrherausforderung. Eine empirische Untersuchung handlungsleitender Orientierungen von Lehrkräften im Umgang mit weltgesellschaftlicher Komplexität

This article presents empirical findings derived from an empirical study that deals with teachers’ implicit knowledge that structures their teaching practice dealing with the complexity of global issues. The study is based on a qualitative-reconstructive research design. Secondary school teachers were interviewed and recurring patterns on how they teach global issues were reconstructed from their narrations using the Documentary Method. The findings present a typology of different ways of addressing social complexity of global issues that include approaches focusing on (1) authenticity and clarity presented by the teacher, (2) multiperspectivity that excludes the investigation of action and (3) reflexive multiperspectivity in a student-centred approach. The results are discussed with regard to teachers’ professionalization.

Keywords
Qualitative Research, Complexity, Teaching, Global Education