Teaching as a reflective practice: the German Didaktik tradition

, & (eds.)
Mahwah, N.J.: L. Erlbaum Associates (2000)
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Abstract

An intro. to Didaktic (the heart of thinking about teaching/teacher educ in Germany) for English-speaking readers, drawing on a range of writings assoc. w/ this tradition. Throws light on assumptions, characteristics, & weaknesses of curriculum thought.

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LB14.7.T393 2000

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0805829202

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Chapters

Froese, L, 102n, 105.R. M. Garrett, M. Gebauer, M. E. Goertz, A. Grafton, U. Grevsmiihl, P. Grossman, E. Herrigel, P. W. Hewson, H. W. Heymann & G. G. Hiller
Levels of Classroom Preparation.Gotthilf Gerhard Hiller & Gillian Horton-Krtiger
Levels of classroom participation.Gotthilf Gerhard Hiller
Oral and Written Communication for Promoting Mathematical.Examples From Grade
The significance of classical theories of Bildung for a contemporary concept of Allgemeinbildung.Wolfgang Klafki
Theory of Bildung1.Wilhelm Von Humboldt & Gillian Horton-Kriiger
Teaching as a reflective practice: what might Didaktik teach curriculum.  (pages 15--39)Ian Westbury
German Didaktik: Models of re-presentation, of intercourse, and of experience.  (pages 41)Rudolf Kiinzli & Gillian Horton-Kriiger
Sources from the didaktik tradition.  (pages 109)Didaktik Tradition
Didaktik as a Theory.  (pages 111)Erich Weniger & Gillian Horton-Kriiger
Didaktik analysis as the core of preparation of instruction.  (pages 139--159)Wolfgang Klafki
Teaching to understand: on the concept of the exemplary in teaching.  (pages 161--75)Martin Wagenschein & Gillian Horton-Kriiger
Content: Still in Question.  (pages 177)Peter Menck & Stefanie Pirags
Klafki's model of didaktik analysis and lesson planning in teacher education.  (pages 197--206)Stefan Hopmann
Oral and written communication for promoting mathematical understanding: Teaching examples from Grade 3.  (pages 223--250)Christiane Senn-Fennell
Aspects of simplification in mathematics teaching.  (pages 267--284)Arnold Kirsch & John Scherk
The law of free fall as an 'exemplary theme'for the mathematicizability of certain natural processes.  (pages 285--293)Martin Wagenschein & Klaus G. Witz
Open experimenting: A framework for structuring science teaching and learning.  (pages 295--318)R. Reinhold
Klafki's didaktik analysis as a conceptual framework for research on teaching.  (pages 319--334)Sigrun Gudmundsdottir, Anne Reinertsen & N. P. Nordtømme
And school organization, 188.  (pages 341)Bildung-Centered Didaktik, Critical-Constructive Didaktik, Geisteswissenschaftliche Piidagogik & Bildungstheoretische Didaktik See

Similar books and articles

Teaching as a reflective practice: what might Didaktik teach curriculum.Ian Westbury - 2000 - In Ian Westbury, Stefan Hopmann & Kurt Riquarts (eds.), Teaching as a reflective practice: the German Didaktik tradition. Mahwah, N.J.: L. Erlbaum Associates. pp. 15--39.
Klafki's model of didaktik analysis and lesson planning in teacher education.Stefan Hopmann - 2000 - In Ian Westbury, Stefan Hopmann & Kurt Riquarts (eds.), Teaching as a reflective practice: the German Didaktik tradition. Mahwah, N.J.: L. Erlbaum Associates. pp. 197--206.
Didaktik as a Theory.Erich Weniger & Gillian Horton-Kriiger - 2000 - In Ian Westbury, Stefan Hopmann & Kurt Riquarts (eds.), Teaching as a reflective practice: the German Didaktik tradition. Mahwah, N.J.: L. Erlbaum Associates. pp. 111.
Teaching to understand: on the concept of the exemplary in teaching.Martin Wagenschein & Gillian Horton-Kriiger - 2000 - In Ian Westbury, Stefan Hopmann & Kurt Riquarts (eds.), Teaching as a reflective practice: the German Didaktik tradition. Mahwah, N.J.: L. Erlbaum Associates. pp. 161--75.
Sources from the didaktik tradition.Didaktik Tradition - 2000 - In Ian Westbury, Stefan Hopmann & Kurt Riquarts (eds.), Teaching as a reflective practice: the German Didaktik tradition. Mahwah, N.J.: L. Erlbaum Associates. pp. 109.
Aspects of simplification in mathematics teaching.Arnold Kirsch & John Scherk - 2000 - In Ian Westbury, Stefan Hopmann & Kurt Riquarts (eds.), Teaching as a reflective practice: the German Didaktik tradition. Mahwah, N.J.: L. Erlbaum Associates. pp. 267--284.
Theory of Bildung1.Wilhelm Von Humboldt & Gillian Horton-Kriiger - 2000 - In Ian Westbury, Stefan Hopmann & Kurt Riquarts (eds.), Teaching as a reflective practice: the German Didaktik tradition. Mahwah, N.J.: L. Erlbaum Associates.
And school organization, 188.Bildung-Centered Didaktik, Critical-Constructive Didaktik, Geisteswissenschaftliche Piidagogik & Bildungstheoretische Didaktik See - 2000 - In Ian Westbury, Stefan Hopmann & Kurt Riquarts (eds.), Teaching as a reflective practice: the German Didaktik tradition. Mahwah, N.J.: L. Erlbaum Associates. pp. 341.
Content: Still in Question.Peter Menck & Stefanie Pirags - 2000 - In Ian Westbury, Stefan Hopmann & Kurt Riquarts (eds.), Teaching as a reflective practice: the German Didaktik tradition. Mahwah, N.J.: L. Erlbaum Associates. pp. 177.
Levels of classroom participation.Gotthilf Gerhard Hiller - 2000 - In Ian Westbury, Stefan Hopmann & Kurt Riquarts (eds.), Teaching as a reflective practice: the German Didaktik tradition. Mahwah, N.J.: L. Erlbaum Associates.

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The Semiotics of Education: A new vision in an old landscape.Eetu Pikkarainen - 2011 - Educational Philosophy and Theory 43 (10):1135-1144.

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