Sibylle Rahm

Sibylle Rahm, Otto Friedrich University Bamberg

Sibylle Rahm (born June 29, 1952 in Bremen ) is a German educational scientist and professor emeritus at the Otto-Friedrich-Universität Bamberg , chair of school education .

biography

After Rahm had obtained her Magister Artium in 1976 at the Philosophical Faculty of the Albert-Ludwigs-Universität Freiburg , she completed her studies in German , Romance studies and education with the 1st state examination in 1977 . In 1979, after completing the second state examination for teaching at grammar schools in Baden-Württemberg, she worked in the school service in Bremen from 1979 to 1993 .

In 1993 she did her doctorate on the subject of stress in the teaching profession at the University of Bremen . 1997 followed, also in Bremen, the habilitation on the subject of autonomous public school . After substitute professorships in Frankfurt and Bamberg, she took over the university professorship for school education at the Otto-Friedrich-Universität Bamberg.

At the University of Bamberg, Rahm was from 2005 the chairman of the teacher training committee and the managing director of the Center for Didactic Research and Teaching (ZDFL). This was followed by the management of the Bamberg Center for Teacher Education (FOCA) from 2007 to 2018 . From 2009 to 2010 she was also dean of the faculty of human sciences at the university. From 2013 to 2015 she was a member of the Faculty Council, the Senate and the University Council.

Rahm was co-editor of various specialist journals, from 2005 to 2017 of the journals für lehrerinnenbildung , and since 2009 of the encyclopedia Erziehungswissenschaft Online . Furthermore, from 2002 to 2006 she was chairwoman of the DGfE section for school pedagogy. As an educational scientist, her focus is on school development and teacher training research

Research projects (selection)

COPRA coaching during the internship

The COPRA project (coaching in internship) is a bi-national research project of the universities of Zurich, Bern, Kassel and Bamberg in cooperation with the University of Education in Zurich. The aim of the project is to examine the implementation and effectiveness of various support offers in school internships. The project is funded by the Swiss National Fund for the Promotion of Scientific Research (SNSF) and the German Research Foundation (DFG). School and teaching internships are considered to be the central building blocks of the training and professionalization of prospective teachers. The class discussions as part of the internship support play an important role in the development of teaching skills. The focus in the classroom discussions is on the planning, implementation and reflection of the class. This creates learning environments in the internship that enable a link between theoretical knowledge and situation-related experience. So far there has been a lack of studies that systematically examine the effect of different forms of support on the learning processes and teaching skills of prospective teachers. The research project is of particular social and educational relevance, as knowledge of conducive and hindering conditions in the optimization of support offers in school internships is gained. In addition, the project is breaking new ground, since for the first time culture- and context-specific characteristics are taken into account when implementing the interventions and the effectiveness is examined both with regard to the implementation processes and the learning outcomes.

Model region all-day school

The study model region all-day school collects the motives associated with the expansion of all-day schools of the three participating status groups of teachers, parents and school administration. It provides empirical evidence about the perspectives of those involved in the reform and thus opens up the possibility of readjusting the all-day reform in the overall social context.

Funding was provided by the Bavarian Education Pact Foundation.

Short scientific biography

• From 2007 to 2018 head of the Bamberg Center for Teacher Education (FOCA)
• From 2005 to 2018 co-editor of the journal for teacher training
• October 2013 to September 2015 member of the Faculty Council, Senate and University Council
• October 2009 to September 2011 Dean of the Faculty of Human Sciences
• 2009 to 2016 co-editor of the Encyclopedia Erziehungswissenschaft Online, specializing in school education www.erzwissonline.de
• 2002 to 2006 chairwoman of the DGfE school pedagogy section
• 2005 to 2009 Head of the Center for Didactic Research and Teaching (ZDFL)
• 2005 chairwoman of the teacher training committee of the University of Bamberg
• since 2002 university professor at the Otto-Friedrich University Bamberg / chair of school pedagogy
• 2000 to 2002 substitute for the professorship for school education at the University of Bamberg
• 1998 to 2000 substitute for the professorship for educational science at the University of Frankfurt am Main
• 1997 Habilitation at the University of Bremen
• 1993 PhD (Dr. phil.) At the University of Bremen
• 1979 to 1993 in the Bremen school service
• 1979 2nd state examination for teaching at grammar school
• 1977 Completion of studies in German, Romance studies and education (1st state examination)
• 1976 Magister Artium at the Philosophical Faculty of the Albert Ludwig University of Freiburg.

Publications (selection)

Monographs

• S. Rahm, K. Rabenstein, C. Nerowski: Basic knowledge of all-day school. Concepts, expectations, perspectives. Beltz, Weinheim / Basel 2015.
• K.-H. Arnold, T. Hascher, R. Messner, A. Niggli, J.-L. Patry, S. Rahm: Empowerment through school internships. Klinkhardt, Bad Heilbrunn 2011.
• S. Rahm, N. Schröck: Who controls the school? For the reconstruction of dilemmatic initial situations for school management actions in learning schools. Klinkhardt, Bad Heilbrunn 2008.
• S. Rahm: Introduction to the theory of school development. Beltz, Weinheim / Basel 2005.
• S. Beetz: “Autonomous School”, a bearer of hope. Lang, Frankfurt am Main. 1997.

Editorships

• S. Rahm, M. Zutavern (Ed.): Relationship: Trust. In: journal for teacher training. Volume 18, No. 1, 2018.
• O.-A. Burow, S. Rahm (Hrsg.): Creativity of teachers. In: journal for teacher training. Volume 16, No. 1, 2016.
• W. Herzog, S. Rahm (Ed.): Criticism in teacher training. In: Journal for Teacher Education. Volume 14, No. 2, 2014.
• L. Haag, S. Rahm, J. Apel, W. Sacher (Ed.): Study book school pedagogy. 5th, completely revised edition. Klinkhardt, Bad Heilbrunn 2013.
• S. Rahm, A. Schütz (Ed.): Coaching - Mentoring - Training in teacher training. In: Journal for Teacher Education. Volume 13, No. 2, 2013.
• W. Geiling, D. Sauer, S. Rahm (Ed.): Cooperation models between social work and school. Discover resources - create educational opportunities. Klinkhardt, Bad Heilbrunn 2011.
• B. Hauser, S. Rahm (Ed.): Representing values ​​professionally. In: Journal for Teacher Education. Volume 11, No. 1, 2011.
• S. Rahm, U. Fahrtisen (Ed.): Training the Untrainable? In: Journal for Teacher Education. Volume 10, No. 2, 2010.

Individual contributions

• A. Winkler, M. Grüning, T. Hascher, S. Rahm: Making Heterogeneity Visible - An Approach to Different Internship Cultures Using the Example of Cooperation among Students During Internship. In: Teacher Education Put to the Test. Volume 12, H. 2, 2019, pp. 240-257.
• S. Rahm: All-day education - perspectives of a joint project. In: H. Steinhäuser, K. Zierer, A. Zöller: Portfolio all-day school. Schneider, Baltmannsweiler 2019, pp. 37–42.
• T. Hascher, S. Rahm, M. Grüning, A. Winkler: Internship cultures. In: journal for teacher training. Volume 4, 2018, pp. 56-59.
• S. Rahm, M. Zutavern: Relationship and trust as structurally secured risks. In: journal for teacher training. Volume 18, No. 1, 2018, pp. 6–1.
• S. Rahm: The future of school development - farewell to traditional culture. In: O.-A. Burow, C. Gallenkamp (Ed.): Education 2030. Seven trends that are revolutionizing schools. Beltz, Weinheim / Basel, pp. 128-137.
• S. Rahm: Head of learning schools. In: School Administration Bavaria. Volume 1, 2017, pp. 27-30.
• S. Rahm: Leadership in teacher training. For the reorientation of educational leadership. In: M. Heibler, K. Bartmann, K. Hackmann, B. Weyand: (Ed.): Leadership in teacher training. University of Bamberg Press, Bamberg 2016, pp. 27-46.
• S. Rahm: To (R) establish an educational culture of communication in school development processes. In: B. Althans, J. Engel (Ed.): Responsive Organizational Research. Methodologies and institutional frameworks for transitions. Springer VS, Wiesbaden 2016, pp. 231-254.
• S. Rahm: 'How do I learn my tools?' Critical inquiries to teacher training. In: C. Villiger, U. Trautwein (ed.): Between theory and practice. Demands and opportunities in teacher training. Waxmann, Münster 2015, pp. 35–48.
• S. Rahm: On the (reform pedagogical) history of all-day schools. In: S. Rahm, K. Rabenstein, C. Nerowski (eds.): Basic knowledge of all-day school. Beltz, Weinheim 2015, pp. 65–92.
• S. Rahm, K. Rabenstein: Cooperation at the all-day school. In: S. Rahm, K. Rabenstein, C. Nerowski (eds.): Basic knowledge of all-day school. Beltz, Weinheim 2015, pp. 140–154.
• S. Rahm: Changing schools. Entanglements in developments. In: SchulVerwaltung special. No. 5, 2014, pp. 4-7.
• S. Rahm, W. Herzog: From role reflection to problem solving. The development of a pragmatic resource-oriented teacher education. In: Journal for Teacher Education. No. 2, 2014, pp. 15-21.
• S. Rahm, C. Nerowski: Extended Education. Parents' Views on All-day Schools in Germany. In: 27th ICSEI Congress Proceedings: Redefining Education. Learning and Teaching in the 21st Century. Yogyakarta State University, Indonesia 2014.
• S. Rahm, M. Lunkenbein: Initiation of reflexivity in the internship. Empirical findings on the effect of observation tasks in the primary school internship. In: K.-H. Arnold, A. Gröschner, T. Hascher (Ed.): School internships in teacher training. Theoretical foundations, concepts, processes and effects. Waxmann, Münster 2014, pp. 237–256.
• J. Abel, M. Heibler, G. Koller, J. Linhardt, M. Mitchell, C. Nerowski, A. Penczek, S. Rahm: Expectations at all-day schools. Research paper. Otto Friedrich University Bamberg 2013.
• S. Rahm, N. Schröck: School development - from managed to independent schools. In: L. Haag, S. Rahm, J. Abel, W. Sacher (eds.): Study book school pedagogy. 5th edition. Klinkhardt, Bad Heilbrunn 2013, pp. 97–116.
• S. Rahm: School development and civic engagement. In: B. Hartnuss, R. Hugenroth, T. Kegel (eds.): School of civil society. Newsreel, Schwalbach / Ts. 2013, pp. 55-66.
• J. Abel, M. Heibler, G. Koller, C. Nerowski, A. Penczek, S. Rahm: Expectations of all-day school. Results of the 'Model Region All-Day School' project. In: M. Heibler, T. Schaad (Hrsg.): Quality development in all-day schools. University of Bamberg Press, Bamberg 2013, pp. 23-45.
• S. Rahm, D. Sauer, H. Ölschlegel: Professional Counseling as a Challenging Task for Teachers. Empirical Findings and Interplay Options in Teacher Training Concepts. International Congress for School Effectiveness and Improvement (ICSEI) 2012, Malmö, Sweden. Papers Reference No. 1765548, 2012.
• S. Rahm: On the way to an innovative assessment culture. Chances of heterogeneous starting conditions in school and class. Main lecture in the conference series “Focus on Heterogeneity”: Assessing diversity - Diversity of assessment, 2012.
• S. Rahm: Educational standards - individualization: productive areas of tension in school development. In: F. Hofmann, D. Martinek, U. Schwantner (eds.): Internally differentiated teaching and educational standards - (no) a contradiction. LIT, Vienna 2011, pp. 29–46. (bbe.de)
• S. Rahm: Delimitation of the school. Contours of new professional self-image in the educational sector. In: W. Geiling, D. Sauer, S. Rahm (Eds.): Cooperation models between social work and school. Discover resources - create educational opportunities. Klinkhardt, Bad Heilbrunn 2011, pp. 10-27.
• S. Rahm: Theories of the school and its development. In: S. Rahm, C. Nerowski (Ed.): Enzyklopädie Erziehungswissenschaft Online (EEO), subject area school pedagogy. Weinheim / Munich 2010. (www.erzwissonline.de)
• S. Rahm: Cooperative school development. In: T. Bohl, W. Helsper, HG Holtappels, C. Schelle (eds.): Handbuch Schulentwicklung. Klinkhardt, Bad Heilbrunn 2010, pp. 83–86.
• S. Rahm: Quality assurance and school development - two sides of the same coin? In: B. Schaal, F. Huber (Hrsg.): Quality assurance in education. Order and claim of the Bavarian quality agency. Waxmann, Münster 2010, pp. 109-120.

Web links

• Literature by and about Sibylle Rahm in the catalog of the German National Library
• University of Bamberg on Sibylle Rahm