Teaching as a Reflective Practice: The German Didaktik Tradition.

Sonst. Personen	Westbury, Ian (Hrsg.); Hopmann, Stefan (Hrsg.); Riquarts, Kurt (Hrsg.)
Titel	Teaching as a Reflective Practice: The German Didaktik Tradition.
Quelle	London; New Jersey; Mohwah: Lawrence Erlbaum (2000), 360 S.Verfügbarkeit
Reihe	Studies in Curriculum History
Zusatzinformation	Inhaltsverzeichnis Verlagsangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-8058-2920-2
Schlagwörter	Bildungstradition; Bildungsgeschichte; Allgemeine Didaktik; Wissenschaftsverständnis
Abstract	This volume presents a mix of translations of classical and modern papers from the German Didaktik tradition, newly prepared essays by German scholars and practitioners writing from within the tradition, and interpretive essays by U. S. scholars. It brings this tradition, which virtually dominated German curricular thought and teacher education until the 1960s when American curriculum theory entered Germany - and which is now experiencing a renaissance - to the English-speaking world, where it has been essentially unknown. The intent is to capture in one volume the core (at least) of the tradition of Didaktik and to communicate its potential relevance to English-language curricularists and teacher educators. It introduces a theoretical tradition that, although very different in almost every respect from those known in the U. S., offers a set of approaches that suggest ways of thinking about problems of reflection on curricular and teaching praxis. (Herausgeberreferat).
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2001_(CD)