Die Bedeutung des Wissens älterer Lehrpersonen aus der Sicht junger Kollegen und Kolleginnen.

Autor/in	Müller Blau, Trudi
Titel	Die Bedeutung des Wissens älterer Lehrpersonen aus der Sicht junger Kollegen und Kolleginnen.
Quelle	In: Bildung und Erziehung, 65 (2012) 1, S. 27-35Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen
Sprache	deutsch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0006-2456; 2194-3834
Schlagwörter	Wissen; Kompetenzerwerb; Urteil; Lehrer; Junglehrer; Beruf; Berufserfahrung; Berufsethos; Expertise; Modell; Prognose; Alter Mensch; Wissensmanagement; Schweiz
Abstract	In recent years, Switzerland has been experiencing a shortage of teachers at the secondary school level across all types of secondary education. The situation in Level I secondary schools is especially precarious, especially for classes that fulfill basic requirements. The pending wave of teacher retirements raises the question of whether schools can dispense with all the knowledge that will be lost when these teachers retire. What characterizes the knowledge that older teachers have accumulated? In view of the many school reforms, which require a high degree of flexibility, cooperation, continuing education and resilience, is the knowledge level of the older generation still in demand and relevant? And, is the younger generation interested in this knowledge? Young teachers express their opinion on the questions of what they think constitutes older teachers' knowledge and what parts of this knowledge they are interested in. Taking their perspective, the special characteristics of the knowledge of older teachers is extrapolated and updated in connection with the positions of knowledge theory. Knowledge theory offers information on what form of knowledge "senior knowledge" mainly concerns. Both perspectives draw conclusions on the importance of the knowledge carried by older teachers and sketch out ways to preserve and further develop this knowledge in a modern school. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2012/3