Katharina Litten examines the teaching plans of history teachers. In her qualitative, teaching-based study, she has observed 24 teachers from different types of school and with varied professional experience regarding practical lesson planning. To supplement the study, interviews were conducted on daily work and subjective assumptions regarding lesson preparation and the way in which the profession is understood. Finally, data were collected using fictitious planning situations. In her analyses, the author shows that the type of school and the professional experience of the teachers not only shape planning actions, but also their underlying assumptions regarding lesson planning and school subjects.
Lehrerbildung, Geschichtliches Denken, Kompetenzorientierung, Geschichtsunterricht, Geschichtsdidaktik, Berufsqualifikation, Gymnasium
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