Kraus Perspectives on Performativity

Pedagogical Knowledge in Teacher Education
1. Auflage 2016
ISBN: 978-3-8309-8422-1
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 164 Seiten

Re-thinking the idea of scholarly life regarding teacher education means to critically examine the specifics of classroom teaching, respectively pedagogical challenges. School does not exist simply to convey information or expertise. It is a society in which everyone is responsible for in a reflected way participating in diverse relationships to him-/herself, to others and to the world, and, based on diverse forms of knowledge and representation, actively forming them. Education in the classroom consists also of giving the students an idea of that. Hereby, tacit forms of knowledge and educational practices play an important role.
In the concept of 'performative play' teacher education is seen as a linking up of theories in Educational and other Human Sciences with the everyday practice of teachers. It will be shown that the performative paradigm opens up the possibility to overcome the concentration of a science-oriented education in school on rational, linguistically symbolized knowledge and metrical explanatory models. By this, a model of a science- as well as practice-oriented teacher education will be unfolded that is supposed to be open to diverse cultural modes of learning.

Anja Kraus, PhD, studied Educational Sciences, Philosophy and Arts Education in Berlin. From 2004 to 2013 she was Junior Professor for Educational Sciences at the Ludwigsburg University/Germany. Now, she is Associate Professor for Educational Sciences at the Linné-University Växjö/Sweden. Main research: pedagogical learning theories, physicalness in schools, integration of artistic positions into didactical concepts and into empirical teaching research, heterogeneity in schools and anthropological issues. Dr. phil. Anja Kraus, phil. mag., Studium Erziehungswissenschaft, Philosophie und Lehramt Kunst in Berlin. 2004-2013 Juniorprofessorin für Erziehungswissenschaft an der Pädagogischen Hochschule Ludwigsburg, seit 2013 Ass. Prof. für Bildungswissenschaft an der Linnéuniversität Växjö/Sweden. Forschungsschwerpunkte: Pädagogische Lerntheorien, Körperlichkeit in der Schule, Integration von künstlerischen Positionen in didaktische Konzepte und in die empirische Unterrichtsforschung, Heterogenität in der Schule, anthropologische Fragen

Autoren/Hrsg.

Kraus, Anja

Inhaltsverzeichnis

1;Book Cover;1
2;Contents;5
3;1. Introduction and Outline;7
4;2. Pedagogical Knowledge;22
4.1;2.1 Pedagogical Tact as a Link between Pedagogical Theory and Practice;22
4.2;2.2 Pedagogical Coordination and Convincing;30
4.3;2.3 Equating Pedagogy with its Objectives, Educational Practices, and the Pedagogical Concept of Learning;35
4.4;2.4 Fields of Tension within Pedagogy;38
4.5;2.5 The Plurivalent Normativity of Pedagogy;41
4.6;2.6 Tacit Dimensions of Pedagogy;43
4.7;2.7 Pedagogical Context Sensitivity and Acting under Time Pressure;46
4.8;2.8 The Obstinancy of Habitus and Traps of Familiarity;50
4.9;2.9 Practical Knowledge for the Teaching Profession;57
5;3. Pedagogy in the Classroom;61
5.1;3.1 Teaching as Orchestration and Choreography;61
5.2;3.2 Notations of Teaching;62
6;4. University Teacher Education;68
6.1;4.1 Competences and Competence Development for Teachers;68
6.2;4.2 “Reflective Practitioner”;74
6.3;4.3 Approaches of Action Research;78
6.4;4.4 Working with Cases at the University;80
6.5;4.5 Research-based Learning at the University;82
6.5.1;4.5.1 Example of Research-based Learning at the University: Design-based Research (DBR);86
6.5.2;4.5.2 Example of an Approach to Research-based Learning at Schools and Universities: Research-based School – Quality in Development;89
7;5. Performative Pedagogy;97
7.1;5.1 Performativity and Rationality;97
7.2;5.2 Performativity and Competence;110
7.3;5.3 Learning and Performativity;113
7.4;5.4 Educational Processes58 and Performativity;115
7.5;5.5 Performativity, Staging, and Choreography;121
7.6;5.6 The Mediality and Performativity of Professional Teacher Action;122
7.7;5.7 Performativity and Personality Development;128
7.8;5.8 The Performative Play as a Didactic Principle;132
8;6. Processing of Pedagogical Challenges within University Teacher Education Based on Theoretical Performativity;138
8.1;6.1 Performative Play as a Didactic Principle in University;138
8.2;6.2 Example: The “Pupil Job” as an Incentive for Reflection;142
8.3;6.3 Example: Voice in the Classroom;143
8.4;6.4 Example: The First Lesson;143
8.5;6.5 Example: Practice Research by Videotaping from a Performativity-Theoretical Perspective;144
9;7. Outlook: Avenues of Research;146
10;References;147