Berufsbiografische Identitätsarbeit von Schulpädagogikprofessor:innen vor dem Hintergrund des Schulpraxiserfordernisses – eine explorative Interviewstudie

The relationship between academic and professional relevance in teacher education has not only a content-related but also a person-related side: In most of the German federal states, there is a formal requirement for school practice as an additional criterion for appointment to a professorship in school education. Against this background, the article presents the results of an interview study with professors of school education who have (no) school practice experience of their own, and reconstructs four types of professional biographical identity work: conserving, compensating, transforming, and opposing. One’s own professional biography is found to be in the service of self-legitimizing identity work, although other perceived norms are also shown to be significant. The results are discussed against the background of discourses on discipline policy.