Diskurse des Lernens

Meyer-Drawe, Käte; Huber, Evi Ziegler c/o EDV Fotowerk

doi:10.30965/9783846753064

Cited by 76 publications

(13 citation statements)

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“…Also leadership is not self-contained but emerges in those who are led and their experiences with the leader. Leading and being led can hence, like teaching itself, be characterized as responsive processes (Meyer-Drawe, 2008, 2010Waldenfels, 1994).…”

Section: Experience As a Point Of Departure For Studying Educational mentioning

confidence: 99%

Leadership for Learning as Experience: Introducing the Use of Vignettes for Research on Leadership Experiences in Schools

Ammann

2018

International Journal of Qualitative Methods

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Research on the link between educational leadership and student learning employs a variety of quantitative and qualitative research designs. Surprisingly, there are relatively few studies on methods for researching educational leadership practices. This article addresses this gap in research and discusses how the experiences of different participants can constitute potential starting points for learning processes. This leads to the question, how and to what extent the educational leadership practices manifest in students' experiences and how "Leadership for Learning as Experience" can be empirically researched. The phenomenologically oriented vignette as research method for studying educational leadership practices will be introduced. Vignettes are narratives that are based on the experiences of participants. In vignettes, the co-experienced observations in the field are captured in form of vivid narratives. Vignettes thus open up a new, supplementary perspective, in which the traces that leadership practices have left on school participants are revealed.

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Section: Experience As a Point Of Departure For Studying Educational mentioning

confidence: 99%

Leadership for Learning as Experience: Introducing the Use of Vignettes for Research on Leadership Experiences in Schools

Ammann

2018

International Journal of Qualitative Methods

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“…This goes in tandem with a focus on the results of learning and corresponding ideas about learning processes. However, from a phenomenological standpoint, it neglects ‘traditions which look at learning from another perspective but result-oriented empirical research restricted to visible behavior’ (Meyer-Drawe, 2008: 31). Therefore, it should be asked: What does video analysis display that it cannot also portray?…”

Section: Imaginations Of Learning - the Invisible In Videographymentioning

confidence: 99%

Image language and the language of images: A closer examination of videography in cross-cultural school studies

Engel¹

2015

Research in Comparative and International Education

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This paper evaluates the development of new cultural theories utilizing video-based analysis. For this purpose, a multi-methods research design, combining videographies, group discussions and surveys, was applied. A video sequence showing a clip of a 10th grade class at Ramja Public School in Pusa Road in Delhi 1 provides the basis for a discussion regarding what imaging material really visualizes, and pointing out the invisible pedagogic concepts that are entwined with interpretation. Furthermore, this paper investigates the concept of culture(s) in the analysis of class situations, taking a special interest in the culture of (moving) images. Therefore the research question is: How do videographies as moving images generate meaning that is distinct from language? The paper will hint at the phenomenon of invisible inner concepts, which to date, have been neglected, in the analysis of videographies.

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“…Learning as experience rather than learning as a product of experience reveals how learning and teaching processes are irrevocably intertwined and codetermined (Meyer-Drawe, 2008;2012a;Schratz, 2009;Schratz, Schwarz & Westfall-Greiter, 2011;). The classroom becomes a place where learning opportunities or pedagogical moments occur rather than where teaching measures are implemented.…”

Section: Challenges Of Attending To Pedagogical Text In Institutionalmentioning

confidence: 99%

“…The classroom becomes a place where learning opportunities or pedagogical moments occur rather than where teaching measures are implemented. Meyer-Drawe's (2008) theoretical work in the phenomenology of learning defines learning as an experience, which is "an idiosyncratic entanglement in a world to which we respond in that we take on its articulations" (p. 16) and she argues that learning in this sense cannot be fully instructed. It is an event.…”

Section: Challenges Of Attending To Pedagogical Text In Institutionalmentioning

confidence: 99%

Planning for the unplannable: Responding to (un)articulated calls in the classroom

Westfall-Greiter¹,

Schwarz

2013

P&P

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In this paper, the authors explore the pedagogical call as an articulated or unarticulated appeal from children in classroom settings and the many facets of pedagogical responsivity as they in vignettes stemming from a research project, funded nation-wide in Austria. While instruction can be planned, the pedagogical call can be understood as an appeal that occurs in medias res, in the midst of an event in the pedagogical situation, and can at best be anticipated. This dilemma of planning for the unplannable is constitutive of the pedagogical relation and addressed in the discourse regarding pedagogical tact in both North America and Europe. In seeking to gain insight into educational processes and learning through the lived experiences of 5th-grade students in Austria's "New Middle School" reform pilot, researchers were faced with a similar dilemma: How to capture the experiences of others, of children at school in medias res? The authors therefore provide background to their vignette research as a framework for their readings oriented to the pedagogical call as they arise in two vignettes. While articulated calls, and articulated responses, tend to be more straightforward, the authors address the difficulty of recognizing an unarticulated call of which the student is unaware, as well as recognizing no response as a response on the part of the teacher. Refraining from judgment as to the pedagogical quality of the teachers' actions, the authors conclude by addressing two critical aspects of the discourse on pedagogical tact driven by the principle of individuality: the underlying assumption that the other can be understood and the inherent concept of the pedagogical situation as one-to-one contact, the former ignoring the inaccessibility of the other and the latter neglecting the institutional laws that govern school reality.

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Diskurse des Lernens

Cited by 76 publications

References 0 publications

Leadership for Learning as Experience: Introducing the Use of Vignettes for Research on Leadership Experiences in Schools

Leadership for Learning as Experience: Introducing the Use of Vignettes for Research on Leadership Experiences in Schools

Image language and the language of images: A closer examination of videography in cross-cultural school studies

Planning for the unplannable: Responding to (un)articulated calls in the classroom

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