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Book Cover
Author Westbury, Ian

Title Teaching As A Reflective Practice : the German Didaktik Tradition
Published Hoboken : Taylor and Francis, 2012


Description 1 online resource (614 pages)
Contents Cover; Half Title; Title Page; Copyright; Contents; Preface; Introduction; Starting a Dialogue: A Beginning Conversation Between Didaktik and the Curriculum Traditions; Part I: Didaktik as a Reflective Practice; 1. Teaching as a Reflective Practice: What Might Didaktik Teach Curriculum?; 2. German Didaktik: Models of Re-presentation, of Intercourse, and of Experience; Part II: Bildung: Didaktik's Central Idea; 3. Theory of Bildung; 4. On Wilhelm von Humboldt's Theory of Bildung; 5. The Significance of Classical Theories of Bildung for a Contemporary Concept of Allgemeinbildung
Part III: Sources from the Didaktik Tradition6. Didaktik as a Theory of Education; 7. The Art of Lesson Preparation; 8. Didaktik Analysis as the Core of Preparation of Instruction; 9. Teaching to Understand: On the Concept of the Exemplary in Teaching; 10. Content: Still in Question; Part IV: Didaktik as Praxis; 11. Klafki's Model of Didaktik Analysis and Lesson Planning in Teacher Education; 12. Levels of Classroom Preparation; 13. Oral and Written Communication for Promoting Mathematical Understanding: Teaching Examples From Grade 3
14. Reflecting as a Didaktik Construction: Speaking About Mathematics in the Mathematics Classroom15. Aspects of Simplification in Mathematics Teaching; 16. The Law of Free Fall as an "Exemplary Theme" for the Mathematicizability of Certain Natural Processes; 17. Open Experimenting: A Framework for Structuring Science Teaching and Learning; 18. Klafki's Didaktik Analysis as a Conceptual Framework for Research on Teaching; Author Index; Subject Index
Summary This volume presents a mix of translations of classical and modern papers from the German Didaktik tradition, newly prepared essays by German scholars and practitioners writing from within the tradition, and interpretive essays by U.S. scholars. It brings this tradition, which virtually dominated German curricular thought and teacher education until the 1960s when American curriculum theory entered Germany--and which is now experiencing a renaissance--to the English-speaking world, where it has been essentially unknown. The intent is to capture in one volume the core (at least) of th
Notes Print version record
Form Electronic book
Author Hopmann, Stefan
Riquarts, Kurt
ISBN 9781136601712