Den (Sach-)Unterricht öffnen

Abstract

The dissertation is based on the overriding question regarding the conditions under which teachers are able to engage in open instruction environments such as Freies Explorieren und Experimentieren (FEE). The intervention FEE was used to examine the extent to which the school as a work place on the one hand and the personal inputs of teachers on the other hand may influence the use of innovative teaching and learning methods. The empirical research was conducted as a PRE-INTER-POSTdesign using a sample of nine teachers. The analysis for the research was carried out using a structured content analysis. The results of the study show that teachers' personal inputs influence open forms of instruction. Individual competencies and motivational approaches could be identified using Personality-System-Interactions-Theory (PSI) and Self-Determination Theory (SDT). The results also show how the dynamics of self-monitoring shows in teacher beha-viour. Furthermore, it can be determined that professional knowledge, individual improvement and an orientation toward autonomy are more likely to influence the successful use of open instruction than self-infiltration and control orientation. As the study shows, pedagogical behaviour can be professionalized and altered when initial intuitive reactions are reflected and secondarily lead to context sensitive action.