Teaching as a reflective practice
Teaching as a reflective practice: the German Didaktik tradition
edited by Ian Westbury, Stefan Hopmann, Kurt Riquarts
Publisher: Mahwah, N.J. ; L. Erlbaum Associates, 2000.
ISBN: 0805829202
DDC: 375.001
LCC: LB14.7
Edition: (alk. paper)
Notes:
Includes bibliographical references and indexes.
Starting a Dialogue: A Beginning Conversation Between Didaktik and
the Curriculum Traditions /Stefan Hopmann and Kurt Riquarts --Pt.
I.Didaktik as a Reflective Practice.1.Teaching as a Reflective
Practice: What Might Didaktik Teach Curriculum? /Ian
Westbury.2.German Didaktik: Models of Re-presentation, of
Intercourse, and of Experience /Rudolf Kunzli --Pt. II.Bildung:
Didaktik's Central Idea.3.Theory of Bildung /Wilhelm von
Humboldt.4.On Wilhelm von Humboldt's Theory of Bildung /Christoph
Luth.5.The Significance of Classical Theories of Bildung for a
Contemporary Concept of Allgemeinbildung /Wolfgang Klafki --Pt.
III.Sources from the Didaktik Tradition.6.Didaktik as a Theory of
Education /Erich Weniger.7.The Art of Lesson Preparation /Heinrich
Roth.8.Didaktik Analysis as the Core of Preparation of Instruction
/Wolfgang Klafki.9.Teaching to Understand: On the Concept of the
Exemplary in Teaching /Martin Wagenschein.10.Content: Still in
Question /Peter Menck --Pt. IV.Didaktik as Praxis.11.Kiafki's Model
of Didaktik Analysis and Lesson Planning in Teacher Education /Stefan
Hopmann.12.Levels of Classroom Preparation /Gotthilf Gerhard
Hiller.13.Oral and Written Communication for Promoting Mathematical
Understanding: Teaching Examples From Grade 3 /Christiane
Senn-Fennell.14.Reflecting as a Didaktik Construction: Speaking About
Mathematics in the Mathematics Classroom /Michael Neubrand.15.Aspects
of Simplification in Mathematics Teaching /Arnold Kirsch.16.The Law
of Free Fall as an "Exemplary Theme" for the Mathematicizability of
Certain Natural Processes /Martin Wagenschein.17.Open Experimenting:
A Framework for Structuring Science Teaching and Learning /Peter
Reinhold.18.Klafki's Didaktik Analysis as a Conceptual Framework for
Research on Teaching /Sigrun Gudmundsdottir, Anne Reinertsen and Nils
P. Nordtomme.
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