Overcoming the gap between theory and practice in subject teacher education. The role of subject didactics, general didactics and the theory of pedagogical action.

Autor/inn/en	Jeronen, Eila; Pikkarainen, Esa
Titel	Overcoming the gap between theory and practice in subject teacher education. The role of subject didactics, general didactics and the theory of pedagogical action.
Quelle	Aus: Didaktik/Fachdidaktik as science(-s) of the teaching profession? Umeå: TNTEE (1999) S. 237-247 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	TNTEE Publications. 2,1
Beigaben	Literaturangaben 21
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
DOI	10.13140/RG.2.1.2646.4726
Schlagwörter	Bildungstheorie; Pädagogik; Psychologie; Lehrerausbildung; Fachlehrer; Lernen; Didaktik; Handlungsorientierung; Schülerorientierter Unterricht; Curriculum; Fachdidaktik; Literatur; Fremdsprache; Mathematikunterricht; Musik; Muttersprache; Naturwissenschaften; Religion; Geschichtswissenschaft; Finnland
Abstract	This chapter discusses the role of subject didactics, general didactics and the theory of pedagogical action in relation to the problem of overcoming the gap between theory and practice in subject teacher education. It gives an account of how the teacher education curriculum was re-orientated around a general perspective on the concept of "pedagogical action" from within the German tradition of Allgemeine Pädagogik. The idea of pedagogical action is seen to form the core in education and is based on four principles. The first principle "Bildsamkeit" refers to the initial ability of the student to learn and develop herself. The second principle "Aufforderung zur Selbsttätigkeit" means that educators act themselves in the way that later on requires the student to realise his/her ability. The third principle is "Contextuality" and involves coming to know the cultural context and acquiring the competencies that are needed in this context. The fourth principle is "Bildungs Ideal" which involves thinking about the future that is aspired to and the competencies that are needed for the students to improve their own contexts. These pedagogical principles are seen to have a dual role in the development of teacher education. They form the basis of the structure of the curriculum, and also should form the basis of methodology of teacher education. The structure of the curriculum is aimed at bridging educational theory and practice and at trying to bind together special and general tasks of didactics in every level of study processes. From initial evaluations this structural reform is seen to have helped students to see their studies as a whole where theoretical and practical, general and special knowledge are integrated with each other. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005_(CD)