ERIC Number: ED458192
Record Type: Non-Journal
Publication Date: 2000
Reference Count: N/A
Teaching as a Reflective Practice: The German Didaktik Tradition. Studies in Curriculum Theory Series.
Westbury, Ian, Ed.; Hopmann, Stefan, Ed.; Riquarts, Kurt, Ed.
This collection of papers presents essays by German scholars and practitioners writing from within the German Didaktik tradition and interpretive essays by U.S. scholars. After an introduction, "Starting a Dialogue: A Beginning Conversation between Didaktik and the Curriculum Traditions" (Stefan Hopmann and Kurt Riquarts), there are 18 chapters in 4 parts. Part 1, "Didaktik as a Reflective Practice," includes: (1) "Teaching as a Reflective Practice: What Might Didaktik Teach Curriculum?" (Ian Westbury); and (2) "German Didaktik: Models of Re-Presentation, of Intercourse, and of Experience" (Rudolf Kunzli). Part 2, "Bildung: Didaktik's Central Idea," includes: (3) "Theory of Bildung" (Wilhelm von Humboldt); (4) "On Wilhelm von Humboldt's Theory of Bildung" (Christopher Luth); and (5) "The Significance of Classical Theories of Bildung for a Contemporary Concept of Allgemeinbildung" (Wolfgang Klafki). Part 3, "Sources from the Didaktik Tradition," includes: (6) "Didaktik as a Theory of Education" (Erich Weniger); (7) "The Art of Lesson Preparation" (Heinrich Roth); (8) "Didaktik Analysis as the Core of Preparation of Instruction" (Wolfgang Klafki); (9) "Teaching to Understand: On the Concept of the Exemplary in Teaching" (Martin Wagenschein); and (10) "Content: Still in Question" (Peter Menck). Part 4, "Didaktik as Praxis," includes: (11) "Klafki's Model of Didaktik Analysis and Lesson Planning in Teacher Education" (Stefan Hopmann); (12) "Levels of Classroom Preparation" (Gotthilf Gerhard Hiller); (13) "Oral and Written Communication for Promoting Mathematical Understanding: Teaching Examples from Grade 3" (Christiane Senn-Fennell); (14) "Reflecting as a Didaktik Construction: Speaking about Mathematics in the Mathematics Classroom" (Michael Neubrand); (15) "Aspects of Simplification in Mathematics Teaching" (Arnold Kirsch); (16) "The Law of Free Fall as an 'Exemplary Theme' for the Mathematicizability of Certain Natural Processes" (Martin Wagenschein); (17) "Open Experimenting: A Framework for Structuring Science Teaching and Learning" (Peter Reinhold); and (18) "Klafki's Didaktik Analysis as a Conceptual Framework for Research on Teaching" (Sigrun Gudmundsdottir, Anne Reinertsen, and Nils P. Nordtomme). (SM)
Descriptors: Course Content, Educational Research, Educational Theories, Elementary Secondary Education, Foreign Countries, Higher Education, Interpersonal Communication, Lesson Plans, Mathematics Education, Mathematics Instruction, Planning, Preservice Teacher Education, Reflective Teaching, Science Education, Science Instruction, Teaching Skills, Verbal Communication
Lawrence Erlbaum Associates, Inc., Publishers, 10 Industrial Avenue, Mahwah, NJ 07430-2262 ($69.95). Tel: 800-926-6579 (Toll Free).
Publication Type: Collected Works - General
Education Level: N/A
Sponsor: Deutsche Forschungsgemeinschaft, Bonn - Bad Godesberg (West Germany).; Illinois Univ., Urbana.; Oslo Univ. (Norway). Inst. of Educational Research.; Spencer Foundation, Chicago, IL.
Authoring Institution: N/A
Identifiers - Location: Germany