Crossing boundaries by changing the culture of teaching.

Autor/in	Haagen-Schützenhöfer, Claudia
Titel	Crossing boundaries by changing the culture of teaching.
Quelle	Aus: Hansen, Klaus-Henning (Hrsg.); Gräber, Wolfgang (Hrsg.); Lang, Manfred (Hrsg.): Crossing boundaries in science teacher education. Münster u.a.: Waxmann (2012) S. 193-217 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	3-8309-2595-6; 978-3-8309-2595-8
Schlagwörter	Fallstudie; Unterrichtsbeobachtung; Verhalten; Lehrer; Hospitation; Lehrerfortbildung; Schüler; Lernkultur; Videoaufzeichnung; Unterrichtssprache; Fächerübergreifender Unterricht; Projekt; Bilingualer Unterricht; Englisch; Naturwissenschaftlicher Unterricht; Reflexion (Phil); Physikunterricht; Professionalisierung; Österreich
Abstract	This case study offers insight into action research work about boundary crossing in a school context. Wenger's concept of communities of practice and Engström's activity theory serve as a theoretical framework. Connections between representatives of two communities of practice - an English and a physics teacher - were established through cross-disciplinary teaching in a bilingual school project. Boundary encounters were analysed by video and one-to-one analysis meetings on the teacher level. The idea to do action research within this school project as well as the Professional know-how to do so, originated from PFL (Pedagogics and Didactics for Science Teachers), an in-service training course focusing on the professionalisation of teaching. The work being done in PFL was embedded in the transnational CROSSNET project, where it was reflected and advanced, especially focusing on the aspect of boundary crossings between communities of practice. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/3