Lehrer*innensubjektbildung: Zur Kritik normativer Ordnungen in der Professionalisierung angehender Lehrkräfte in DaF/Z

<k:p>The article sheds light on the critical examination of normative frameworks in the professionalisation of prospective teachers of German as a foreign and second language. It argues for a process-oriented perspective of critique. By engaging with discursive frameworks of knowledge, students reflect on their own professional entanglements and question what is taken for granted in the academic and social discourse. The article bases its argument on a Foucauldian notion of critique. Two examples from seminars are used to illustrate how students use the mode of questioning to engage with the international promotion of German and the German integration discourse, and how they undergo processes of reflection and education in doing so. Finally, reference is made to tensions such as the logic of testing that need to be considered especially in the context of self-reflexive, critical teaching in higher education.</k:p>