From PISA to Vienna - Competence Orientation in the practice

In 2008, a domain-specific competence orientation was introduced into the Austrian history curriculum, which meant a real paradigm shift. However, until now it hasnt been investigated how competence based teaching has really reached teaching practice even though this question is crucial for the professional development of teachers as well as for policy making. It is hardly known what understanding teachers have with regard to historical competencies and how the discourses in History Education Research (History Didactics) are capable of shaping the thinking and the practice of teachers. We also dont know what the thinking of teachers about the paradigm shift is and which reservations they might have or which problems they might encounter in their practice in this context. In this study, which is part of a Habilitation Project, this question is being addressed within the theoretical framework of teachers beliefs. The central research question of the study is: Which role do competencies of historical thinking nearly one decade after introduction of the competence-based curriculum play in the beliefs of teachers? To answer this question, 50 qualitative expert interviews have been conducted with history teachers from 26 different secondary schools in different social contexts (Gymnasium, n=25 teachers; Neue Mittelschule, former Hauptschulen, n=25 teachers, 2,014 minutes interview time, fully transcribed). Interview data was analysed with qualitative and quantitative content analyses methods. It is for the first time that history teachers beliefs about competence orientatio n in Austria is comprehensively researched with qualitative methodology. In this context, we were able to determine, to which degree the discourses about competencies of historical thinking so strongly present in theoretical contexts have reached teaching practice and teachers beliefs. Using an open and qualitative approach, it was possible to show relationships and coherences which have the potential to shed new light on the debate about competencies. The book aims at informing teacher education, professional development of teachers and policy makers and in the final section of the book proposals are made in this respect. The research project was designed by Roland Bernhard and conducted at the universities of Salzburg and Oxford. It attracted considerable grants by the Austrian Science Fund (FWF) and the Habilitationsforum Fachdidaktik & Unterrichtsforschung at the University of Graz. Cooperation partners were Christoph Kühberger (University of Salzburg) und Katharine Burn (University of Oxford).