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Perspectives on Performativity

Pedagogical Knowledge in Teacher Education
BuchKartoniert, Paperback
164 Seiten
Englisch
Waxmannerschienen am29.04.2016Neuauflage
Re-thinking the idea of scholarly life regarding teacher education means to critically examine the specifics of classroom teaching, respectively pedagogical challenges. School does not exist simply to convey information or expertise. It is a society in which everyone is responsible for in a reflected way participating in diverse relationships to him-/herself, to others and to the world, and, based on diverse forms of knowledge and representation, for actively forming them. Education in the classroom consists also of giving the students an idea of that. Hereby, tacit forms of knowledge and educational practices play an important role. In the concept of performative play , teacher education is seen as a linking up of theories in Educational and other Humanities with the everyday practice of teachers. It will be shown that the performative paradigm opens up the possibility to overcome the concentration of a science-oriented education in school on rational, linguistically symbolized knowledge and metrical explanatory models. By this, a model of a science- as well as practice-oriented teacher education will be unfolded that is supposed to be open to diverse cultural modes of learning.mehr
Verfügbare Formate
BuchKartoniert, Paperback
EUR24,90

Produkt

KlappentextRe-thinking the idea of scholarly life regarding teacher education means to critically examine the specifics of classroom teaching, respectively pedagogical challenges. School does not exist simply to convey information or expertise. It is a society in which everyone is responsible for in a reflected way participating in diverse relationships to him-/herself, to others and to the world, and, based on diverse forms of knowledge and representation, for actively forming them. Education in the classroom consists also of giving the students an idea of that. Hereby, tacit forms of knowledge and educational practices play an important role. In the concept of performative play , teacher education is seen as a linking up of theories in Educational and other Humanities with the everyday practice of teachers. It will be shown that the performative paradigm opens up the possibility to overcome the concentration of a science-oriented education in school on rational, linguistically symbolized knowledge and metrical explanatory models. By this, a model of a science- as well as practice-oriented teacher education will be unfolded that is supposed to be open to diverse cultural modes of learning.
Details
ISBN/GTIN978-3-8309-3422-6
ProduktartBuch
EinbandartKartoniert, Paperback
Verlag
ErscheinungslandDeutschland
Erscheinungsjahr2016
Erscheinungsdatum29.04.2016
AuflageNeuauflage
ReiheEuropean Studies on Educational Practices
Reihen-Nr.8
Seiten164 Seiten
SpracheEnglisch
Artikel-Nr.38061728

Autor

Anja Kraus, PhD, studied Educational Sciences, Philosophy and Arts Education in Berlin. From 2004 to 2013 she was Junior Professor for Educational Sciences at the Ludwigsburg University/Germany. Now, she is Associate Professor for Educational Sciences at the Linné-University Växjö/Sweden. Main research: pedagogical learning theories, physicalness in schools, integration of artistic positions into didactical concepts and into empirical teaching research, heterogeneity in schools and anthropological issues.Dr. phil. Anja Kraus, phil. mag., Studium Erziehungswissenschaft, Philosophie und Lehramt Kunst in Berlin. 2004-2013 Juniorprofessorin für Erziehungswissenschaft an der Pädagogischen Hochschule Ludwigsburg, seit 2013 Ass. Prof. für Bildungswissenschaft an der Linnéuniversität Växjö/Sweden. Forschungsschwerpunkte: Pädagogische Lerntheorien, Körperlichkeit in der Schule, Integration von künstlerischen Positionen in didaktische Konzepte und in die empirische Unterrichtsforschung, Heterogenität in der Schule, anthropologische Fragen