Beyond Individualised Teaching

Autor/in	Aspelin, Jonas
Titel	Beyond Individualised Teaching
Quelle	In: Education Inquiry, 5 (2014) 2, S.233-245, Artikel 23926 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.3402/edui.v5.23926
Schlagwörter	Individualized Instruction; Student Centered Learning; Inclusion; Educational Theories; Teacher Attitudes; Teacher Student Relationship; Student Experience; Foreign Countries; Student Responsibility; Academic Achievement; Teacher Role; Individual Development; Moral Values; Power Structure; Educational Change; Perspective Taking; Sweden; Norway + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Inklusion; Educational theory; Theory of education; Bildungstheorie; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Studienerfahrung; Ausland; Schulleistung; Lehrerrolle; Individuelle Entwicklung; Moral value; Ethischer Wert; Bildungsreform; Zukunftsperspektive; Schweden; Norwegen
Abstract	Teaching is today often described as a matter of adjusting to the individual lives of students. Building on the premises of three educational theories, mainly Martin Buber's concept of 'inclusion', the article aims to confront this idea and show how pedagogical attitude can be perceived from a relational perspective. A model is constructed in which pedagogical attitude is understood as three different types of teacher-student relationships: a) an asymmetric inter-subjective relationship; b) an asymmetric subject-object relationship; and c) an asymmetric object-subject relationship. The article argues that a genuine pedagogical attitude is included in the first type. It is interpreted as a matter of experiencing from the student's side of the relationship and, at the same time, taking a stand as a pedagogical subject. This interpretation differs from the widespread notion of pedagogical attitude according to which the teacher's position tends to be diluted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01