Research on L1 literature education teachers

A scoping review

Abstract

Based on the assumption that professional teacher competence has a significant impact on student learning, numerous studies have been conducted that examine various facets of the knowledge and skills of German teachers. Stimulated by large-scale funding programs, there has been an increase in research in this field, especially in the last ten years. Accordingly, it seems appropriate to ask about the status and possible perspectives of L1 German teacher research within a scoping review. Given the number of studies that have emerged in the meantime, the present study does not consider research on teaching German in its entirety, but focuses only on one specific domain: the research on literature education. The study starts from a competence-based understanding of teacher professionalisation and maps previous studies based on a competence model by Blömeke et al. (2015). Consequently, the aim of this article is to describe the strengths, challenges and resulting desiderata of the research on professionalization in literature education.