Karl-Oswald Bauer

Karl-Oswald Bauer on Norderney, 2017

Karl-Oswald Bauer (born June 19, 1949 in Düsseldorf ) is a German educator.

Life

Karl-Oswald Bauer graduated from high school in 1967 at the traditional Humboldt Gymnasium in Düsseldorf. He then spent eighteen months with the German Armed Forces and then studied at the Ruhr University in Bochum and at the Ruhr University of Education in Dortmund, classical philology, linguistics and education. After graduating, he worked at the Dortmund Institute for School Development Research under the direction of Hans-Günter Rolff . He did his doctorate with a quantitative-empirical thesis on the connections between goals, value climate and role conceptions in teaching colleges on the one hand, and social and emotional student variables on the other hand, and examined 80 secondary schools. In the following years he concentrated on the connections between school development and the teaching profession. On the basis of qualitative studies with participant observation, he developed a model of teacher professionalism in which pedagogical action repertoires (basic competencies), the professional self and the core self of the teachers play a central role. While teachers should accept and understand their core selves, they can purposefully develop their professional selves through reflection and through building pedagogical action repertoires. School development is seen above all as a central task of the profession in cooperation with external consultants and scientific institutions, supported by the administration. Since the profession is tied to a scientific basis for exercising the profession, he considers evaluation to be an important element of professional practice and recommends the cooperation of schools with scientific institutions. In later works, he mainly devoted himself to the question of how the overarching goals of increasing competence and mental well-being can be achieved through measures for school and teaching development . He takes the view that there is no conflict between achievement and happiness goals, but that an effective education for both goal dimensions is equally important. After receiving his doctorate in 1979 at the University of Dortmund and his habilitation in 1998 in Dortmund , he taught as a professor at the University of Osnabrück from 2004 and as a professor for empirical educational research at the University of Vechta from 2007 .

Fonts (selection)

• Education requirements of secondary schools. An empirical study of six types of schools in lower secondary level . Weinheim 1980, ISBN 3-407-58059-2 .
• Can schools change? Report from a research project . Weinheim 1981, ISBN 3-407-58116-5 .
• Attitudes and perspectives of young people. Trends and new results in youth research . Weinheim 1983, ISBN 3-407-54137-6 .
• Pedagogical professionalism and teaching work. A qualitative empirical study of professional behavior and awareness . Weinheim 1996, ISBN 3-7799-0887-5 .
• Basic pedagogical skills. Theory and training . Weinheim 2005, ISBN 3-7799-0377-6 .
• Measure educational quality. A manual . Münster 2010, ISBN 978-3-8309-2415-9
• Quality of teaching and didactic research. Models and instruments for measuring subject-specific learning conditions and competencies. Münster 2011. ISBN 978-3-8309-2502-6
• Effective education. For the effectiveness and efficiency of educational processes . Münster 2012, ISBN 978-3-8309-2680-1 .

Web links

• Homepage