Melanie Barth
I am a lecturer in social science education at Leuphana University of Lüneburg and a subject leader for political education at the Studienseminar Stade for vocational teacher training. In addition, I teach at a vocational school (BBS Soltau), working across all three phases of teacher education. My work connects university teaching, school practice, and the professional development of pre-service teachers during their preparatory service.
In my research and teaching, I focus on democracy education in the context of teacher education, particularly in the second phase (preparatory service). My work addresses how teachers develop professional practices to deal with the structural tensions inherent in pedagogical action, especially in relation to the demands of democracy education. Democracy education is understood as a cross-cutting task that shapes classroom practice, instructional design, and school development, while simultaneously creating specific professionalisation requirements.
Theoretically, my work is grounded in a structural approach to teacher professionalism, drawing on the concept of pedagogical antinomies to analyse how these tensions intensify in the context of democracy education. Methodologically, I follow a design-based research approach, in which I develop, implement, and iteratively refine a supplementary qualification programme on democracy education for pre-service teachers. The aim is to generate theory-informed design principles that support professionalisation in this field while remaining closely connected to school practice and school development.
Before joining Leuphana University, I worked exclusively in the school sector, gaining extensive experience in teaching political education at vocational schools. At the same time, I took on early responsibilities in teacher training at the Studienseminar, with a focus on the professional development of pre-service teachers. In addition, I completed the leadership qualification programme for school leaders in the state of Lower Saxony, further engaging with issues of school development and educational leadership. This combination of classroom practice, teacher education, and school development continues to shape my work.