Existing models of knowledge in teaching: developing an understanding of the Anglo/American, the French and the German scene.

Autor/in	Pepin, Birgit
Titel	Existing models of knowledge in teaching: developing an understanding of the Anglo/American, the French and the German scene.
Quelle	Aus: Didaktik/Fachdidaktik as science(-s) of the teaching profession? Umeå: TNTEE (1999) S. 49-66 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Reihe	TNTEE Publications. 2,1
Beigaben	Literaturangaben 40
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
DOI	10.13140/RG.2.1.2646.4726
Schlagwörter	Bildungstheorie; Empirische Pädagogik; Erziehungsphilosophie; Wissen; Lehrer; Didaktik; Modellbildung; Unterrichtsforschung; Mathematikunterricht; Internationaler Vergleich; Deutschland; Frankreich; USA
Abstract	This paper explores existing models of knowledge in teaching in three different environments: the Anglo/ American; the French; and the German scene. Particular attention is given to models of mathematics teaching. In each scene it is attempted to develop an understanding of the different aspects of the models, to comprehend their underlying concepts, how they are constructed, and in some cases how they developed historically. By doing this, similarities and differences could be identified. It is concluded, firstly, that what is common to all models in all countries considered is that knowledge in teaching is not seen as static, but as a process of development and change and that experience in the classroom contributes to its growth and change. Secondly, there are differences in terms of origins of concepts, their background in terms of educational traditions. Thus, it is argued that models of knowledge in teaching have to be understood in terms of the countries' educational and cultural traditions in which they developed. This might usefully guide researchers to the development of a common understanding of what is generally called 'the science of teaching' or 'didactics', as well as to the identification of research and development projects in the areas of teachers' knowledge. In order to make the task manageable distinctive models were chosen for the Anglo/American scene, in particular that of Shulman in terms of teachers' knowledge in general, and that of Ernest in terms of mathematics teaching. For the French scene particular concepts were selected that originate in French research on didactics and mathematics didactics, and these were linked with corresponding didactical theories. For the German scene the research drew almost exclusively on literature that presented and compared the German concept of Didaktik with the Anglo/American concept of research into teaching and curriculum. Therefore, the reader can imagine a grid with three lines (Anglo/American; French and German) and two rows (general didactics; mathematics didactics) which need to be filled with theories and concepts. The main emphasis of the paper is on the Anglo/American aspectt, simply because in England the main literature is available in English and it is on the Anglo/American representation of teacher knowledge. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005_(CD)