Beyond fragmentation. Didactics, learning and teaching in Europe.

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Sonst. Personen	Hudson, Brian (Hrsg.); Meyer, Meinert A. (Hrsg.)
Titel	Beyond fragmentation. Didactics, learning and teaching in Europe. Gefälligkeitsübersetzung: Jenseits der Fragmentierung. Didaktik, Lernen und Unterricht in Europa.
Quelle	Opladen: B. Budrich (2011), 432 S.Verfügbarkeit
Beigaben	grafische Darstellungen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	3-86649-387-8; 978-3-86649-387-2
Schlagwörter	Bildungstheorie; Pädagogik; Vergleichende Erziehungswissenschaft; Bildungsforschung; Empirische Forschung; Forschung; Informations- und Kommunikationstechnologie; Planung; Lehrer; Lehrerausbildung; Lehrerbildung; Lernen; Didaktik; Lehren; Curriculum; Unterrichtsgestaltung; Unterrichtsplanung; Unterricht; Fachdidaktik; Mehrsprachigkeit; Nachfolgestaat; Nachsozialistische Gesellschaft; Sport; Hochschulbildung; Internationaler Vergleich; Theoriebildung; Deutschland; Europa; Finnland; Großbritannien; Island; Italien; Litauen; Portugal; Russland; Schottland; Schweden; Sowjetunion
Abstract	"There is great diversity in teacher education systems and approaches to learning and teaching practice across Europe, even though the practical everyday problems of the various national education systems may be very similar. Against this background, in the field of research on didactics, learning and teaching it is important to overcome fragmentation and to find common ground. In this book the editors demonstrate how far we have come over recent years in advancing research in the field which has the ultimate aim of improving learning and teaching. The editors recognise the diverging national and local practices as a starting point in searching for common ground and in creating shared understandings. The book is organised in six parts with 26 chapters in which the authors examine whether there is a paradigmatic shift from teaching to learning, take a closer look at various teacher education models and their empirical basis, discuss the importance of subject didactics, curriculum work and lesson planning, and analyses the impact of Information and Communication Technologies on didactical design. Finally, they relate the empirical findings to theory construction and offer proposals to further advance this vital field by increasing levels of international co-operation." (author's abstract). Contents: Brian Hudson, Meinen A. Meyer: Introduction: Finding common ground beyond fragmentation (9-28); Ingrid Carlgren: From teaching to learning: The end of teaching or a paradigmatic shift in teachers' work? (31-46); Annie Maj Johansson, Per-Olof Wickman: A pragmatist understanding of learning progressions (47-59); Gérard Sensevy: Overcoming fragmentation: Towards a joint action theory in didactics (60-76); Pertti Kansanen: The curious affair of pedagogical content knowledge (77-90); Hafdis Ingvarsdottir: Teaching English in a new age. Challenges and opportunities (93-106); Sheila Henderson, Erika Cunningham: Curriculum reform in Scotland: Principles and practice (107-122); Carina Granberg, Umea: The social construction of blended learning in teacher education - A struggle of discourses (123-138); Remigijus Bubnys: Reflective learning in the training of prospective specialists at a higher education institution (139-156); Florence Ligozat: The determinants of the joint action in didactics: The text-action relationship in teaching practice (157-176); Kirsi Pyhältö, Elsi Ahonen, Janne Pietarinen, Tiina Soini: Teachers' perceptions about the pupils' role in the school community (177-189); Cathryn Carena, Teresa Moran: Reforming the classroom: Exploring the Italian and Scottisch Experience (190-204); Gerry MacRuairc, Judith Harford: Teacher leadership: The imperative for pedagogical enquiry (205-222); Brian Hudson: Didactical design for technology enhanced learning (223-238); Avril Loveless: Didaktic analysis as a creative process: Pedagogy for creativity with digital tools (239-251); Karl-Heinz Arnold, Barbara Koch-Priewe: The merging and the future of classical German traditions in general didactics: A comprehensive framework for lesson planning (252-264); Yolande Muschamp: Stepping into the unknown: Reflections on Scotland's new curriculum (265-274); Bernard Schneuwly: Geneva: Subject didactics - An academic field related to the teacher profession and teacher education (275-286); Monique Loquet: Swimming babies - On joint didactic action in physical and sports activities. A case study in a nonschooling institution (287-301); Brigitte Gruson, Dominique Forest: Cross-analyses of teaching and learning situations in foreign language teaching: A step forward concerning the production of resources for educational research and teacher education (302-318); Joana Duarte, Dulce Pereira: Didactical and school organisational approaches in bilingual schools: The cases of Portuguese-Creole in Lisbon and Portuguese-German in Hamburg (319-338); Anatoli Rakhkochkine: The development of didactics in Russia: National traditions and international influences (339-352); Mark Hardman: Is complexity theory useful in describing classroom learning? (355-366); Anke Wischmann: Processes of Bildung among socially marginalised young people in Germany (367-378); Anja Kraus: German school-related child and youth research - A report on the state of the art (379-392); Colleen McLaughlin: Participatory action research - Practice and effects (393-403 Meinert A. Meyer: Professional teacher development and educational experience (404-422).
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2011/4