Two-fold role of reflective pedagogical practise in research-based teacher education.

Autor/in	Krokfors, Leena
Titel	Two-fold role of reflective pedagogical practise in research-based teacher education.
Quelle	Aus: Jakku-Silvonen, Ritva (Hrsg.): Education as a societal contributor. Reflections by Finnish educationalists. Frankfurt, Main u.a.: Lang (2007) S. 147-159Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	3-631-56881-9; 978-3-631-56881-1
Schlagwörter	Forschung; Schule; Lehrer; Lehrerausbildung; Geschichte (Histor); Praxis; Theorie; Finnland
Abstract	The keywords in this article are research -based teacher education and pedagogical practise. The aim is to explore these concepts and give a new meaning to pedagogical practise in the context of research orientation in teacher education. Today in teachers' profession there is two different orientations to pedagogical practices: 1) to practise teaching in general and 2) to inquire one's own or other peoples teaching and learning. The two fold theory-practise relationship diverse the concept of practise from the idea of just practicing teaching to the idea of practicing and researching teaching and learning processes. The idea of teachers as both consumers and producers of educational research changes the traditional idea of separating formal researchers and teachers from each other. The relationship between theory and practise raise wider philosophical questions about knowledge, reality and human action and the importance of reflecting the questions of the ownership of the knowledge and the authority of educational research. The next phase could direct researchers to find new models to conceptualize the inquiry orientation as a part of teachers professional knowing. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/4