• 2022-2023: Internal research funding of the Protestant University of Applied Sciences Darmstadt
• 2022: Internal research funding of the Ludwigsburg University of Education

The project investigates how students of pedagogical degree programs experience biographical self-reflection and what significance they attribute to these experiences for their professional development. Based on the approach of Gudjons, Wagener-Gudjons and Pieper (2020), the project aims at an in-depth examination of unconscious biographical imprints that influence professional action. This self-reflection is seen as a central component of professional identity formation. The central assumption is that biographical self-reflection is a central prerequisite for a professional, affect-sensitive approach to pedagogical relationships. By working on unconscious patterns of transference, an emancipatory educational process is pursued that aims to consciously shape relationships, the ability to reflect and habitus transformation. This is seen as the key to understanding, critical and self-reflective pedagogical action in complex social fields.

Central questions:

• How do students experience continuous biographical self-reflection in the context of their professionalization?
• What insights do they gain about themselves and their future professional activities?
• How do these experiences differ depending on the degree programs, study model and method used?
• Which biographical moments can be identified as unconscious factors influencing pedagogical action?

Research design and methodology:

The project is designed to be qualitative and in-depth hermeneutic. Seminars on biographical self-reflection will be conducted with groups at several university locations using different methodological approaches. This will be followed by individual and group interviews as well as interviews with the teachers.

Project partners: Prof. Dr. Agnes Turner (University of Klagenfurt), Prof. Pierre-Carl Link (Intercantonal University of Teacher Education Zurich), Dr. Robert Langnickel (Lucerne University of Teacher Education), Jean-Marie Weber (University of Luxembourg)