Literaturnachweis - Detailanzeige
Autor/in | Matthes, Eva |
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Titel | Was können und was sollen angehende Lehrerinnen und Lehrer in einem wissenschaftlichen Studium der Pädagogik lernen? |
Quelle | In: Bildung und Erziehung, 60 (2007) 2, S. 149-163Infoseite zur Zeitschrift
PDF als Volltext |
Beigaben | Literaturangaben |
Sprache | deutsch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0006-2456; 2194-3834 |
Schlagwörter | Pädagogik; Pädagogisches Denken; Pädagogisches Handeln; Erziehungswissenschaft; Lehrerausbildung; Lerninhalt; Reflexion (Phil); Studium; Studieninhalt; Konzeption; Kritik; Praxis; Praxisbezug; Theorie; Deutschland |
Abstract | One of the most central topics of educational policies and the educational scientific discourse with regard to the reform of teacher education is the question: What 'can' be learnt in scientific studies of pedagogy (under the perspective of the relationship: science - profession) and what 'shall' be learnt (under the perspective of the expected knowledge and abilities)? This is really not a new question - although this impression can sometimes be won in public discussions which show themselves terribly without a past. In this paper [the author presents] some old und new attempts to answer this twofold question, starting with Johann Friedrich Herbart and his stress on the tense connection between scientific theory and reflection on the practice; following that, [she shows] how this way of thinking has been developed, then how it is neglected nowadays in the view that scientific training shall produce applicable knowledge but also how it is acknowledged and further developed in some actual conceptions. (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2007/4 |