Teaching As A Reflective Practice: The German Didaktik Tradition

ISBN-13: 9780805829204 / Angielski / Twarda / 1999 / 360 str.

Ian Westbury; Stefan Hopmann; Kurt Riquarts

Opis

This text explores the German didaktic tradition in terms of topic, significance, reputation of authors and relevance to contemporary English-language work on curriculum and teacher education.

Recenzje

"Needless to say, the book is edited very carefully. The scientific apparatus (information about the authors, information about the texts, references, etc.) is in perfect shape; an author and a subject index complete this picture....The classical texts have been translated very well."
—Teachers and Teaching

"This book is on the cutting edge of thinking in the field of curriculum and teacher education....It will stand alone. I see it making a very important primary contribution."
—Dorothy Vasquez-Levy
University of Virginia

"There is much interest in the United States in Didaktik, but little descriptive material is available in English. This text will correct that deficiency....It is strong in terms of topic, significance, reputation of authors, and relevance to contemporary English-language work on curriculum and teacher education....and is a distinctive contribution to the 'Studies in Curriculum Theory' series."
—Gary D (NO PERIOD AFTER "D" as per Fernstermacher) Fenstermacher
University of Michigan

Spis treści

Contents: Preface. S. Hopmann, K. Riquarts, Introduction: Starting a Dialogue: A Beginning Conversation Between Didaktik and the Curriculum Traditions. Part I: Didaktik as a Reflective Practice. I. Westbury, Teaching as a Reflective Practice: What Might Didaktik Teach Curriculum? R. Künzli, German Didaktik: Models of Re-presentation, of Intercourse, and of Experience. Part II: Bildung: Didaktik's Central Idea. W. von Humboldt, Theory of Bildung. C. Lüth, On Wilhel von Humbuoldt's Theory of Bildung. W. Klafki, The Significance of the Classical Theories of Bildung for a Contemporary Concept of Allgemeinbildung. Part III: Sources From the Didaktik Tradition. E. Weniger, Didaktik as a Theory of Education. H. Roth, The Art of Lesson Preparation. W. Klafki, Didaktik Analysis as the Core of Preparation of Instruction. M. Wagenschein, How to Teach Understanding: On the Concept of the Exemplary in Teaching. P. Menck, Content: Still in Question? Part IV: Didaktik as Praxis. S. Hopmann, Klafki's Model of Didaktik Analysis and Lesson Planning in Teacher Education. G.G. Hiller, Levels of Classroom Preparation. C. Senn-Fennell, Oral and Written Communication for Promoting Mathematical Understanding: Teaching Examples From Grade 3. M. Neubrand, Reflecting as a Didaktik Construction: Speaking About Mathematics in the Mathematics Classroom. A. Kirsch, Aspects of Simplification in Mathematics Teaching. M. Wagenschein, The Law of Free Fall as an "Exemplary Theme" for the Mathematicizablity of Certain Natural Processes. P. Reinhold, Open Experimenting: A Framework for Structuring Science Teaching and Learning. S. Gudmundsdottir, A. Reinertsen, N.P. Nordtømme, Klafki's Didaktik Analysis as a Conceptual Framework for Research on Teaching.

O autorze

Westbury, Ian; Hopmann, Stefan; Riquarts, Kurt