Professionalisierung durch berufsbiographische Reflexivität in der Lehrertätigkeit und -bildung.

Autor/in	Dirks, Una
Titel	Professionalisierung durch berufsbiographische Reflexivität in der Lehrertätigkeit und -bildung. Paralleltitel: Professionalisation by reflecting one's own professional biographiy (applied to teaching and teacher education).
Quelle	Aus: Berufswissen des Lehrers und Bezugswissenschaften der Lehrerbildung. Leipzig: Univ.-Verl. (2002) S. 79-92Verfügbarkeit
Beigaben	Literaturangaben 24; Abbildungen 1
Sprache	deutsch; englische Zusammenfassung
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Erfahrung; Pilotstudie; Selbstreflexion; Lehrer; Lehramtsstudent; Englischunterricht; Biografie; Definition; Diskurs; Professionalität; Forschungsprojekt; Deutschland; Deutschland-Westliche Länder; Deutschland-Östliche Länder
Abstract	This article is part of the publication of contributions delivered at the 24th annual conference of the Association for Teacher Education in Europe (ATEE), held at the University of Leipzig, 30.08.-05.09.1999. "Professional teaching and teacher training that enhances professionalism are closely linked with the availability or development of biographical reflexivity. This is a basic finding of the author's research project involving English teachers of Eastern Germany as well as of a pilot study involving teacher students in Western Germany. The following article aims at illustrating how professional reflection is interwoven with teachers' biographies under school conditions. The research methodology used in this study follows the rules of the "grounded theory" (Glaser/Strauss 1967; Strauss/Corbin 1990) and the method of analysis of narrative-biographical interviews as described by Schütze (1976; 1981; 1987). The group of teachers of English is of special interest for our questionning because of the substitution of Russian by English as foreign language taught in schools after the political transformation in Eastern Germany. In service training following this substitution inducted a lot of processes of de- and revaluation of the professional biographies of the language teachers. Following the "grounded theory" and the empirical research methodology designed by Fritz Schütze, three theoretical schemes emerged. The first scheme may be called, "productive reorientation" displays - in contrast to the one about "would-be-reorientation" - by which conditions English teachers become professionals. The third scheme allows an insight into the central problems concerning professional life of teachers from the perspective of his/her competencies. These problems which teachers have to handle everyday, demand the development of a special balance in their professional practice determined by contradictory professional roles, such as to select students and to answer simultaneously to their educational needs." (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)