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In: Vierteljahrsschrift für wissenschaftliche Pädagogik
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Concept: Pedagogical Professionalism – Multi-level Theoretical Perspectives

This article firstly presents general conceptual definitions of professional action, professionalism and professionalization and secondly the specifics of pedagogical professionalism. Thirdly – as an outlook – the thesis is developed that a theory of pedagogical professionalism requires a multi-level approach and the challenges for a verbalization of such a theory are outlined.

In: Vierteljahrsschrift für wissenschaftliche Pädagogik
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In: Vierteljahrsschrift für wissenschaftliche Pädagogik
Authors: and

Abstract

Pedagogical Action – Pedagogical Professionalism – Pedagogical Ethos: A Case for a Phenomenological Approach to the Profession

What contribution can phenomenological approaches make to educational science in general and pedagogical fields of action and questions about the profession(alisation) of educators in particular? How can pedagogical action be framed in terms of phenomenological approaches and the theory-practice difference? And finally, what does educational professionalism encompass from a phenomenological perspective, with particular reference to pedagogical ethics?

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In: Vierteljahrsschrift für wissenschaftliche Pädagogik
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Abstract

»Professionality« in the Educational Research Communicative Space

The article uses the perspective of research on educational research to trace profiles of discussing »professionality« in educational research. In view of the great heterogeneity of pedagogical activities, fields and organisations, an overarching concept of pedagogical professionality may have become obsolete. The article is based on analyses of citation patterns, keywords and abstracts of publications on the topic.

In: Vierteljahrsschrift für wissenschaftliche Pädagogik
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Abstract

Professionalism and Ethos: Monolithic-Personal Domains of Pedagogical Tact

Building on a conceptual-historical reconstruction by Fageth (2022), this article argues that the recurrent thematic threads of pedagogical tact – serving as a mediation principle between theory and practice in professionalization debates on one hand, and as an ethically normative antinomy concept in pedagogical relationship formation on the other – should not be considered separately. Instead, following Petzelt (1961), they should be unified in the interpersonal domain (relationship of the self to oneself) and intrapersonal domain (relationship between self and others) of a tactful character. To achieve this, it appears essential to transcend the traditional discourse that designates pedagogical tact as an ›agent‹ and systematically engage in elucidating a fallible »professional-ethical attitude« (Seichter 2015, p. 50) of tactful educators.

In: Vierteljahrsschrift für wissenschaftliche Pädagogik