Integrative Unterrichtsentwicklung durch Kooperation in den Fachkonferenzen des Unterrichtsfachs Gesellschaftslehre? Eine Rekonstruktion.

Teachers who teach the integrated subject of social studies are often trained in only one of the subjects involved, so that the subject expertise in the subject conferences is distributed among different people. It is therefore necessary for teachers to cooperate with each other in order to develop lessons in social studies. This is where subject conferences come into focus as committees for lesson development. On the basis of expert interviews, we use grounded theory methodology to reconstruct which conditions and contexts are decisive for cooperation in subject conferences from the perspective of teachers and which consequences result from this for lesson development with regard to the integration of the sub-subjects of social studies. A central result is that cooperation in the social studies subject conferences is predominantly realised in the form of exchange and division of labor. Thus, lesson development only relates to the sub-subjects of social studies, but integration is not the focus of their work.