Kraus Scholarly Principles in Teacher Education

What Kind of Science Serves a Practice-Oriented Teacher Education?
1. Auflage 2015
ISBN: 978-3-8309-8264-7
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 140 Seiten

The image of a teacher and of teaching has recently gone through far-reaching changes. However, to reflect prejudices and well-established habitus and to find ways to disclose them in a professional way has always been a central topic of practical pedagogy. The same applies for methodological and methodic scientific questions. In this treatise, the professional field in question is reconstructed in theoretical as well as in methodological distance. The book addresses teachers and, professionals in the field of school development as well as researchers.

Anja Kraus, PhD, studied Educational Sciences, Philosophy and Arts Education in Berlin. From 2004 to 2013 she was Assistant Professor for Educational Sciences at the Pädagogische Hochschule Ludwigsburg and since 2013 she has been Assistant Professor for Educational Sciences at the Linné-University Växjö/Sweden. Main research: pedagogical learning theories, physicalness in schools, integration of artistic positions into didactical concepts and into empirical teaching research, heterogeneity in schools and anthropological issues. Dr. phil. Anja Kraus, phil. mag., Studium Erziehungswissenschaft, Philosophie und Lehramt Kunst in Berlin. 2004-2013 Juniorprofessorin für Erziehungswissenschaft an der Pädagogischen Hochschule Ludwigsburg, seit 2013 Ass. Prof. für Bildungswissenschaft an der Linnéuniversität Växjö/Sweden. Forschungsschwerpunkte: Pädagogische Lerntheorien, Körperlichkeit in der Schule, Integration von künstlerischen Positionen in didaktische Konzepte und in die empirische Unterrichtsforschung, Heterogenität in der Schule, anthropologische Fragen

Autoren/Hrsg.

Kraus, Anja

Inhaltsverzeichnis

1;Contents;5
2;Introduction;7
3;1. Current Controversies on Teacher Education;11
3.1;1.1 The Aims of the Council of the European Union;11
3.2;1.2 Current Controversies about Teacher Education and its Historical Background;12
3.3;1.3 The Relation of Theory and Practice in Professional Teaching and its Relation to Scientific Approaches;32
4;2. The Challenge of a Relation of the General and the Particular in Scientific Thinking and Research;54
4.1;2.1 The Phenomenological Noematic and the Noetic Concept of Science as a Basis for Modeling Teacher Education;60
4.2;2.2 On the Noematic Concept of Science;63
4.2.1;2.2.1 Criticism of Noematic Models of Teacher Education;65
4.2.1.1;2.2.1.1 Teacher Education as a Development of “Competences”;66
4.2.1.2;2.2.1.2 Standards, Standardized Teaching and Teacher Education;69
4.2.1.3;2.2.1.3 Teacher Education as a Development of “Subjective Theories” and the Concept of “Reflective Practitioning”;71
4.2.1.4;2.2.1.4 Criticism of the Noematic Concept of Science in Education and Outlook on the Phenomenological Noetic Alternative;73
4.3;2.3 On the Phenomenological Noetic Concept of Science;81
4.3.1;2.3.1 Knowledge Forms and Knowledge Formats;85
4.3.2;2.3.2 “Epistemology”;87
5;3. Science from the Phenomenological Noetic Perspective;89
5.1;3.1 On Phenomenological Epistemology;91
5.1.1;3.1.1 Body-Phenomenology and the Concept of a “Constitutive Corporality”;92
5.1.2;3.1.2 On Body-Phenomenological Epistemology;95
5.2;3.2 On Performativity-Oriented Epistemology;98
5.3;3.3 On Praxeological Epistemology;107
6;4. The Epistemology of Science-Oriented Teacher Education and Empirical Approaches to Orientative and Practical Knowledge of Teachers;110
7;References;122