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<p>Emotions have been established as a&#xa0;prominent subject of study in the political and educational sciences in recent decades. Their relevance for motivational and cognitive processes in the context of political judgment and action is undisputed. They play a&#xa0;particularly critical role in highly emotionalized political phenomena such as climate change and migration and should therefore be integrated into the associated educational processes. Teachers need knowledge about emotions and must develop emotional skills themselves to initiate and support these processes in students. In this context, 1500 professional development courses for political science teachers from the training catalogs of the federal states of Hamburg, Hesse, and Thuringia over the past five years were analyzed for the degree of emotionalization and focus on emotions in the context of political processes. The results show that the emotionalization of the description of the events does not appear to play a&#xa0;major role. Additionally, emotions are strongly underrepresented as a&#xa0;subject of civic education and scarcely presented from a&#xa0;didactic point of view. The practical and political educational implications of these results are discussed.</p>

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Emotionale Inhalte in der Fortbildung von Politiklehrkräften

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月30日

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  • Marie Jeanne Marleen Heijens

摘要

Emotions have been established as a prominent subject of study in the political and educational sciences in recent decades. Their relevance for motivational and cognitive processes in the context of political judgment and action is undisputed. They play a particularly critical role in highly emotionalized political phenomena such as climate change and migration and should therefore be integrated into the associated educational processes. Teachers need knowledge about emotions and must develop emotional skills themselves to initiate and support these processes in students. In this context, 1500 professional development courses for political science teachers from the training catalogs of the federal states of Hamburg, Hesse, and Thuringia over the past five years were analyzed for the degree of emotionalization and focus on emotions in the context of political processes. The results show that the emotionalization of the description of the events does not appear to play a major role. Additionally, emotions are strongly underrepresented as a subject of civic education and scarcely presented from a didactic point of view. The practical and political educational implications of these results are discussed.