About the Use of QA-Maps in the Development of Lesson Plans by Student Teachers

In the focus of the observations are lesson plans developed by preservice student teachers for inquiry-oriented teaching units on school-related topics. We analyse them with regard to which generating questions q are considered or whether and to what extent initial questions can be judged to be generating. In particular, we are interested in the QA maps emanating from q and how these are used in lesson planning. Against the background of the subject-scientific learning theory we explore in some detail the impact of higher levels of codetermination and discover under the surface of an inquiry-oriented lesson planning a de-subjectivised view of learning as a central aspect of the prevailed societal determined school formation of learning processes.