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Scholarly principles in teacher education: What kind of science serves a practice-oriented teacher education?
Linnaeus University, Faculty of Social Sciences, Department of Education. (Tacit Dimensions of Pedagogy ; SITE)ORCID iD: 0000-0003-0328-1971
2015 (English)Book (Refereed)
Abstract [en]

The image of a teacher and of teaching has recently gone through far-reaching changes. However, to reflect prejudices and well-established habitus and to find ways to disclose them in a professional way has always been a central topic of practical pedagogy. The same applies for methodological and methodic scientific questions. In this treatise, the professional field in question is reconstructed in theoretical as well as in methodological distance. The book addresses teachers and, professionals in the field of school development as well as researchers.In terms of teaching, the efforts of a transformation of the results of the Educational, the Cultural and the Social Sciences into professional practices are of high significance. However, there are hardly any models on these transformations. A response on this desideratum will be outlined by seeing the special challenge in the fact that the significance of competent action has its roots in diverse forms of reflexivity.

Place, publisher, year, edition, pages
Münster: Waxmann Verlag, 2015. , p. 140
Series
European studies on educational practices, ISSN 2193-7141 ; 6
Keywords [en]
teacher education, scientificness, pedagogical practices
Keywords [sv]
lärarutbildning, vetenskaplighet, pedagogiska praktiker
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-43016Libris ID: 18037000ISBN: 978-3-8309-3264-2 (print)OAI: oai:DiVA.org:lnu-43016DiVA, id: diva2:810888
Available from: 2015-05-08 Created: 2015-05-08 Last updated: 2018-02-09Bibliographically approved

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fulltext(1096 kB)18 downloads
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