ABSTRACT

The article focuses on teaching maths in German primary schools out-of-field. The concept of subject matter seems to stand in opposition to the equally pedagogically and administratively desired class teacher principle in primary school. In the contribution, negotiations are outlined on the basis of a qualitative-reconstructive-interview-study, to what extent subject matter exist by primary school teachers who teach mathematics out-of-field. The central question is, can out-of-field primary school teachers train and use biographical and communicative resources for their teaching activities despite the lack of a degree in the subject matter? The study shows that primary school teachers who teaching out-of-field gain biographical and communicative experience, but cannot always call it up as a resource. So that the responsibility does not lie with each individual teacher, but must be established as an institutional and collective anchorage in the system.

摘要

这篇文章的重点是在德国小学外的数学教学。学科的概念似乎与小学在教学和行政上同样需要的班主任原则背道而驰。在文稿中，在定性重建访谈研究的基础上概述了谈判，即在外教数学的小学教师在多大程度上存在主题。核心问题是，尽管缺乏学科学位，但外地小学教师能否培训和使用传记和交际资源进行教学活动？研究表明，在外教的小学教师获得了传记和交际经验，但不能总是将其称为资源。