|Titel:||Berufswissen des Lehrers und Bezugswissenschaften der Lehrerbildung - Einführung in das Kongreßthema. |
Paralleltitel: Teacher's professional knowledge and reference disciplines of teacher education - Introducing the theme of the conference.
|Quelle:||Aus: Berufswissen des Lehrers und Bezugswissenschaften der Lehrerbildung. Leipzig: Univ.-Verl. (2002) S. 27-39 Verfügbarkeit|
|Sprache:||deutsch; englische Zusammenfassung|
|Schlagwörter:||Pädagogik; Wissen; Lehrer; Lehrerausbildung; Lehrerfortbildung; Curriculum; Professionalisierung; Fachwissenschaft; Definition; Professionalität|
|Abstract:||This article is part of the publication of contributions delivered at the 24th annual conference of the Association for Teacher Education in Europe (ATEE), held at the University of Leipzig, 30.08.-05.09.1999. "After a few introductionary remarks about the political significance of Leipzig and the importance of teachers as "professionals" especially in the processes of school reform in all countries in political transformation, the paper gives a definition of the term "profession" (in opposition to "job") and raises the question in how far the teaching profession is able to fulfill this criteria (such as high academic level of education, high moral demand, high social importance, high degree of autonomy of action, effective representation by the own corporation). Without giving an answer to this question, it is asked what means "systematic knowledge", required from a "professional" teacher. Following Shulman (1991) teacher's knowledge can be divided into subject matter content knowledge, pedagogical content knowledge and curricular knowledge. Furthermore, there is, according to Shulmann, a classification following the forms of teachers' knowledge. We may distinguish propositional knowledge (that means, knowledge in the form of recommendations, having a scientific, practical or ethical origin), casuistic knowledge (knowledge necessary to classify individual cases) and strategical knowledge. The latter is highly assessed because it can be used in complex situations: The paper argues that this classification of teachers' professional knowlegde has some links to the wide-spread debate in Germany about the right proportion of subject knowledge, teaching knowledge ("didactics", that is teaching methods, methodology, curriculum) and general educational knowledge. On the other hand the formal classification shows that the professional knowledge of a teacher has a certain practical side. It seems that the expression "reflective practitioner" describes very well this polarity. If the demanded ongoing professionalisation of the teaching profession makes it necessary to continue the reflections about teacher training, this will lead logically to ask for reforms in teacher training. Such reforms, this is proved by the experience on the European level, must not go back under the level of higher education without clear regression. Finally the paper argues that in the "postsocialist" transformation countries, one could expect the chance to find naturally new forms of teacher training in relationship with the respective transformations of the educational systems." (DIPF/Orig.).|
|Erfasst von:||Deutsches Institut für Internationale Pädagogische Forschung, Frankfurt am Main|
|Verfügbarkeit:||Literaturbeschaffung und Bestandsnachweise in Bibliotheken|