Pädagogisches Wissen im LehrerInnenberuf
The actions of teachers in everyday school life and the associated understanding of professiona-lisation is a central topic in teacher education (Thenorth 2006; Guerriero 2017). Professional knowledge is therefore regarded as a key competence of successful teaching (Shulman 1987; Blömek...
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| Formatua: | Online |
| Hizkuntza: | alemana |
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Verlag Julius Klinkhardt
2021
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| Gaiak: | |
| Sarrera elektronikoa: | OCN: 1303410292 |
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Etiketarik gabe, Izan zaitez lehena erregistro honi etiketa jartzen!
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| _version_ | 1869527046744440832 |
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| author | Ann-Kathrin, Dittrich |
| author_browse | Ann-Kathrin, Dittrich |
| author_facet | Ann-Kathrin, Dittrich |
| author_sort | Ann-Kathrin, Dittrich |
| collection | Directory of Open Access Books |
| description | The actions of teachers in everyday school life and the associated understanding of professiona-lisation is a central topic in teacher education (Thenorth 2006; Guerriero 2017). Professional knowledge is therefore regarded as a key competence of successful teaching (Shulman 1987; Blömeke et al. 2008; Voss et al. 2015; European Commission 2018). As a result of fundamental processes of change in our society, set against the backdrop of globalisation, multiculturalism and technolog y, which are all mirrored in the school system, the professional understanding of teachers, especially the increasing importance of pedagogical knowledge, (Shulman 1987) plays a vital role in the mediation of core qualifications. The focus of this paper is the reconstruction of general pedagogical knowledge of teachers from everyday school practice. In the course of a qualitative-reconstructive study, general pedagogical knowledge of teachers is made visible with the help of interviews and lesson observations and conceptual insights gained for teacher education. Furthermore, the study presents deviations and accordances of cognitive concepts of the teachers and their acting. Another focus is on a meta-reflective development of professional knowledge and action of teachers, taking into account action-theoretical approaches. |
| format | Online |
| id | doab-20.500.12854ir-71342 |
| institution | Directory of Open Access Books |
| language | ger |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | Verlag Julius Klinkhardt |
| publisherStr | Verlag Julius Klinkhardt |
| record_format | ojs |
| spelling | doab-20.500.12854ir-713422025-08-13T14:12:32Z Pädagogisches Wissen im LehrerInnenberuf Ann-Kathrin, Dittrich Teacher education; Teachers' training; Teacher; Apprenticeship trade; Teaching profession; Pedagogics; Sciences of education; Knowledge; Professionalization; Type of school; Elementary School; Primary school; Primary school lower level; German academic secondary school; Grammar School; Secondary school; Theory Practice Relationship; Empirical study; Qualitative analysis; Observation of teaching; Observation; Cognitive competence; Theory of action; Case Studies (Education); Case study; Austria; Teaching research; Lehrerbildung; Lehrer; Lehrberuf; Pädagogisches Handeln; Pädagogische Kompetenz; Schulpraxis; Pädagogik; Wissen; Professionalisierung; Schulform; Grundschule; Gymnasium; Neue Mittelschule; Theorie-Praxis-Beziehung; Schulalltag; Transformation; Profession; Empirische Untersuchung; Qualitative Analyse; Rekonstruktion; Unterrichtsbeobachtung; Unterrichtsforschung; Interview; Beobachtung; Studie; Kognitive Kompetenz; Reflexion <Phil>; Handlungstheorie; Fallstudie; Österreich thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education The actions of teachers in everyday school life and the associated understanding of professiona-lisation is a central topic in teacher education (Thenorth 2006; Guerriero 2017). Professional knowledge is therefore regarded as a key competence of successful teaching (Shulman 1987; Blömeke et al. 2008; Voss et al. 2015; European Commission 2018). As a result of fundamental processes of change in our society, set against the backdrop of globalisation, multiculturalism and technolog y, which are all mirrored in the school system, the professional understanding of teachers, especially the increasing importance of pedagogical knowledge, (Shulman 1987) plays a vital role in the mediation of core qualifications. The focus of this paper is the reconstruction of general pedagogical knowledge of teachers from everyday school practice. In the course of a qualitative-reconstructive study, general pedagogical knowledge of teachers is made visible with the help of interviews and lesson observations and conceptual insights gained for teacher education. Furthermore, the study presents deviations and accordances of cognitive concepts of the teachers and their acting. Another focus is on a meta-reflective development of professional knowledge and action of teachers, taking into account action-theoretical approaches. Das Handeln von Lehrpersonen im Schulalltag und das damit einhergehende Professionalisie-rungsverständnis sind zentrale Themen in der LehrerInnenbildung (vgl. Thenorth 2006; Guer-riero 2017). Das professionelle Wissen gilt mittlerweile als Schlüsselkompetenz für erfolgrei-ches unterrichtliches Handeln (vgl. Shulman 1987; Voss et al. 2015; European Commission 2018). Aufgrund fundamentaler Wandlungsprozesse in unserer Gesellschaft, die sich spiegel-bildlich in der Schule abbilden, sind die Fragen nach dem Professionsverständnis von Lehrper-sonen, vor allem das immer wichtiger werdende pädagogische Wissen (vgl. Shulmans 1987) für LehrerInnen im Zusammenhang mit Globalisierung, Multikulturalität und Technologisierung, sowie der Vermittlung der Schlüsselqualifikationen neu zu stellen. Der Fokus der vorliegenden Arbeit liegt auf der Rekonstruktion pädagogischen Wissens aus der Schulpraxis. Im Rahmen einer qualitativ-rekonstruktiven Studie wird über Interviews und Unterrichtsbeobachtungen versucht, pädagogisches Wissen von Lehrpersonen sichtbar zu machen und konzeptuelle Er-kenntnisse für die LehrerInnenbildung aufzuarbeiten. Zudem werden Abweichungen und Übereinstimmungen kognitiver Muster mit ihrem pädagogischen Handeln aufgezeigt und der Transfer von pädagogischem Wissen und Handeln diskutiert. Ein weiterer Schwerpunkt liegt auf der metareflexiven Entwicklung professionellen Wissens und Handeln von Lehrpersonen, die vor dem Hintergrund handlungstheoretischer Zugänge diskutiert wird. 2021-07-16T02:02:14Z 2021-07-16T02:02:14Z 2021-07-15T12:25:34Z 2020 book OCN: 1303410292 https://library.oapen.org/handle/20.500.12657/50120 9783781523999 https://directory.doabooks.org/handle/20.500.12854/71342 ger open access image/jpeg image/jpeg image/jpeg Attribution-NonCommercial-ShareAlike 4.0 International Attribution-NonCommercial-ShareAlike 4.0 International Attribution-NonCommercial-ShareAlike 4.0 International https://library.oapen.org/bitstream/20.500.12657/50120/1/Klinkhardt_Dittrich_2020_PaedagogischesWissen.pdf https://library.oapen.org/bitstream/20.500.12657/50120/1/Klinkhardt_Dittrich_2020_PaedagogischesWissen.pdf https://library.oapen.org/bitstream/20.500.12657/50120/1/Klinkhardt_Dittrich_2020_PaedagogischesWissen.pdf Verlag Julius Klinkhardt 10.35468/5838 10.35468/5838 65f4fc12-f5ec-43de-9b3f-9771b3f89aea 9783781523999 232 Bad Heilbrunn open access |
| spellingShingle | Teacher education; Teachers' training; Teacher; Apprenticeship trade; Teaching profession; Pedagogics; Sciences of education; Knowledge; Professionalization; Type of school; Elementary School; Primary school; Primary school lower level; German academic secondary school; Grammar School; Secondary school; Theory Practice Relationship; Empirical study; Qualitative analysis; Observation of teaching; Observation; Cognitive competence; Theory of action; Case Studies (Education); Case study; Austria; Teaching research; Lehrerbildung; Lehrer; Lehrberuf; Pädagogisches Handeln; Pädagogische Kompetenz; Schulpraxis; Pädagogik; Wissen; Professionalisierung; Schulform; Grundschule; Gymnasium; Neue Mittelschule; Theorie-Praxis-Beziehung; Schulalltag; Transformation; Profession; Empirische Untersuchung; Qualitative Analyse; Rekonstruktion; Unterrichtsbeobachtung; Unterrichtsforschung; Interview; Beobachtung; Studie; Kognitive Kompetenz; Reflexion <Phil>; Handlungstheorie; Fallstudie; Österreich thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education Ann-Kathrin, Dittrich Pädagogisches Wissen im LehrerInnenberuf |
| title | Pädagogisches Wissen im LehrerInnenberuf |
| title_full | Pädagogisches Wissen im LehrerInnenberuf |
| title_fullStr | Pädagogisches Wissen im LehrerInnenberuf |
| title_full_unstemmed | Pädagogisches Wissen im LehrerInnenberuf |
| title_short | Pädagogisches Wissen im LehrerInnenberuf |
| title_sort | padagogisches wissen im lehrerinnenberuf |
| topic | Teacher education; Teachers' training; Teacher; Apprenticeship trade; Teaching profession; Pedagogics; Sciences of education; Knowledge; Professionalization; Type of school; Elementary School; Primary school; Primary school lower level; German academic secondary school; Grammar School; Secondary school; Theory Practice Relationship; Empirical study; Qualitative analysis; Observation of teaching; Observation; Cognitive competence; Theory of action; Case Studies (Education); Case study; Austria; Teaching research; Lehrerbildung; Lehrer; Lehrberuf; Pädagogisches Handeln; Pädagogische Kompetenz; Schulpraxis; Pädagogik; Wissen; Professionalisierung; Schulform; Grundschule; Gymnasium; Neue Mittelschule; Theorie-Praxis-Beziehung; Schulalltag; Transformation; Profession; Empirische Untersuchung; Qualitative Analyse; Rekonstruktion; Unterrichtsbeobachtung; Unterrichtsforschung; Interview; Beobachtung; Studie; Kognitive Kompetenz; Reflexion <Phil>; Handlungstheorie; Fallstudie; Österreich thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education |
| topic_facet | Teacher education; Teachers' training; Teacher; Apprenticeship trade; Teaching profession; Pedagogics; Sciences of education; Knowledge; Professionalization; Type of school; Elementary School; Primary school; Primary school lower level; German academic secondary school; Grammar School; Secondary school; Theory Practice Relationship; Empirical study; Qualitative analysis; Observation of teaching; Observation; Cognitive competence; Theory of action; Case Studies (Education); Case study; Austria; Teaching research; Lehrerbildung; Lehrer; Lehrberuf; Pädagogisches Handeln; Pädagogische Kompetenz; Schulpraxis; Pädagogik; Wissen; Professionalisierung; Schulform; Grundschule; Gymnasium; Neue Mittelschule; Theorie-Praxis-Beziehung; Schulalltag; Transformation; Profession; Empirische Untersuchung; Qualitative Analyse; Rekonstruktion; Unterrichtsbeobachtung; Unterrichtsforschung; Interview; Beobachtung; Studie; Kognitive Kompetenz; Reflexion <Phil>; Handlungstheorie; Fallstudie; Österreich thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education |
| url | OCN: 1303410292 |
| work_keys_str_mv | AT annkathrindittrich padagogischeswissenimlehrerinnenberuf |