Professionalität und Professionalisierung pädagogischen Handelns: Eine Einführung

Helsper, Werner

doi:10.36198/9783838554600

Cited by 101 publications

(40 citation statements)

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“…Zwar wird die Diskussion um Reflexivität im Lehrberuf punktuell durchaus auch kritisch geführt (vgl. etwa Wyss 2013;Lehmann-Rommel 2016;Häcker 2017Häcker , 2019Neuweg 2021Neuweg , 2022Helsper 2021) -jüngst wird "Reflexionskompetenz" im Blick auf den Erwerb des Lehrberufs gar skeptisch als "überschätzt" (Hauser 2021, 30;vgl. auch Hauser & Wyss 2021) eingestuft.…”

Section: Reflexion − Grenzen Risiken Nebenwirkungen Und Reflexionsdef...unclassified

Reflexive Lehrer*innenbildung. Versuch einer Lokalisierung in pragmatischer Absicht

Hacker¹

2022

Reflexion Und Reflexivität in Unterricht, Schule Und Lehrer:innenbildung

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Reflexion erscheint in der Lehrer*innenbildung als Inbegriff des Anzustrebenden, dessen Steigerung in jedem Fall ein Gewinn wäre. Allerdings bricht sich der Reflexionsoptimismus nicht nur an der strittigen Frage der Wirksamkeit der Reflexion. Die verbreitete Nobilitierung der Reflexivität als Selbstzweck, die hohen Erwartungen an die Realisierung höchster Reflexionsniveaus, die Verdichtung von Reflexionsanforderungen in der Moderne und die Ausblendung ihrer Grenzen und Nebenwirkungen werfen zudem die Frage auf, ob Reflexion in der Lehrer*innenbildung nicht unter der Hand zu einer quasi-technologischen Formel zur Sicherung einer Gewissheitspose an den Grenzen des Mach-, Plan-und Steuerbaren gerät. Pragmatisch-realistisch gesehen wäre Reflexion als das zu konzeptualisieren, was sie im besten Sinne sein kann: eine soziale Praxis. EinleitungDa die Fähigkeit zu reflektieren einen Aspekt der conditio humana darstellt, stellt sich in Bezug auf pädagogisches Handeln nicht die Frage, ob die Akteur*innen in solchen Kontexten reflektieren -das haben sie zu allen Zeiten getan. Es fragt sich vielmehr, wer, wann, worauf, aus welchen Blickwinkeln, unter Bezug auf welche Referenzen und vor allem zu welchem Zweck und mit welchem Ziel dies tut oder zu anderen Zeiten getan haben mag.

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Section: Reflexion − Grenzen Risiken Nebenwirkungen Und Reflexionsdef...unclassified

Reflexive Lehrer*innenbildung. Versuch einer Lokalisierung in pragmatischer Absicht

Hacker¹

2022

Reflexion Und Reflexivität in Unterricht, Schule Und Lehrer:innenbildung

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“…In addition to these mostly explicit knowledge resources, teachers' implicit cognitions in particular play a significant role. According to Helsper (2021), in this context the "difference between scientific and action knowledge or ability is to be assumed" (p. 136). Scientific knowledge thus provides reasoning and reflecting knowledge that is distinct from teachers´ skills based on experiences.…”

Section: Professional Knowledge and Skills Of Teachers In The Context...mentioning

confidence: 99%

Knowledge Transfer in Geography - Reconstructing implicit orientations of Teacher Trainers in exchange processes with researchers using the example of the subject Geography

Jakobs¹,

Mehren²,

Fögele³

et al. 2022

Research in Subject-Matter Teaching and Learning (RISTAL)

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The transfer of research findings into teaching practice is often defined as a mutual exchange process between research and teaching practice. In the exchange and handling of new findings, the implicitaction-guiding orientations of teachers in particular are highly important. The present study is dedicated to reconstructing these orientations of teacher trainers of geography, who, as educators of trainee teachers in the second practical phase of the German teacher training system, occupy a unique position between research and teaching practice. Using the documentary method, different orientations of the teacher trainers were reconstructed through multiple group discussions. These were conducted in the context of a one-year training series on new insights into China’s innovation-based economic development. These orientations move along a continuum between instruction and co-construction. From these findings, important insights for future transfer research and practice can be derived.

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“…This enables them to observe educational practices at school from a less involved viewpoint and offers them the opportunity to compare the actual effects of those practices to those intended by the underlying pedagogy. Teaching is a highly complex process involving not only a multitude of tasks but also an ever-present degree of uncertainty (e.g., Floden & Clark, 1987) as well as inherent antinomies and tensions (e.g., Helsper, 1996). Thus, it is not possible for teachers to fully monitor and reflect on their practices and on the impact of those practices on all levels of the teaching–learning process.…”

Section: Prevention In Educational Psychologymentioning

confidence: 99%

Children’s Rights and Educational Psychology

Ziemes

Gutzwiller-Helfenfinger

2019

European Psychologist

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Abstract. Psychology aims to be descriptive but depends on norms and values to guide both research and practice. Educational psychology, as a sub-discipline and applied branch of psychology, focuses on describing processes of teaching, learning, and development. This article aims to connect notions of human and children’s rights with concepts of educational psychology to illustrate the interdependence of normative and descriptive frameworks. We use Martha Nussbaum’s capability approach as an operationalization to move from a normative legal framework toward concrete research topics and practices within educational and school psychology. According to the Convention on the Rights of the Child, children have the right to feel safe, learn, participate, and form an identity. We argue that educational psychology can help to specify these normative postulations of the CRC and aid the implementation of positive rights. The phenomenon of school bullying is introduced as a specific area where children’s rights are affected. After a brief characterization of its major features from an ecological-systemic perspective, we draw on research on bullying prevention and the creation of positive learning environments to illustrate the aptness of educational psychology for realizing children’s positive rights. We conclude that educational psychology is not only able to prevent human rights infringements but also to promote children’s rights and capabilities, especially in reference to competencies, participation, and identity.

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Professionalität und Professionalisierung pädagogischen Handelns: Eine Einführung

Cited by 101 publications

References 0 publications

Reflexive Lehrer*innenbildung. Versuch einer Lokalisierung in pragmatischer Absicht

Reflexive Lehrer*innenbildung. Versuch einer Lokalisierung in pragmatischer Absicht

Knowledge Transfer in Geography - Reconstructing implicit orientations of Teacher Trainers in exchange processes with researchers using the example of the subject Geography

Children’s Rights and Educational Psychology

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