Teaching As A Reflective Practice: The German Didaktik Tradition by Ian Westbury

Description: Teaching As A Reflective Practice by Ian Westbury, Stefan Hopmann, Kurt Riquarts An intro. to Didaktic (the heart of thinking about teaching/teacher educ in Germany) for English-speaking readers, drawing on a range of writings assoc. w/ this tradition. Throws light on assumptions, characteristics, & weaknesses of curriculum thought. FORMAT Hardcover LANGUAGE English CONDITION Brand New Publisher Description 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 the tradition of Didaktik and to communicate its potential relevance to English-language curricularists and teacher educators. It introduces a theoretical tradition which, although very different in almost every respect from those we know, offers a set of approaches that suggest ways of thinking about problems of reflection on curricular and teaching praxis (the core focus of the tradition) which the editors believe are accessible to North American readers--with appropriate "translation." These ways of thinking and related praxis are very relevant to notions such as reflective teaching and the discourse on teachers as professionals. By raising the possibility that the "new" tradition of Didaktik can be highly suggestive for thinking through issues related to a number of central ideas within contemporary discourse--and for exploring the implications of these ideas for both teacher education and for a curriculum theory appropriate to these new contexts for theorizing, this book opens up a gold mine of theoretical and practical possibilities. Author Biography Westbury, Ian; Hopmann, Stefan; Riquarts, Kurt Table of Contents Contents: Preface. S. Hopmann, K. Riquarts, Introduction: Starting a Dialogue: A Beginning Conversation Between Didaktik and the Curriculum Traditions. Part I: Didaktik as a Reflective Practice.I. Westbury, Teaching as a Reflective Practice: What Might Didaktik Teach Curriculum? R. KÜnzli, German Didaktik: Models of Re-presentation, of Intercourse, and of Experience. Part II: Bildung: Didaktiks Central Idea.W. von Humboldt, Theory of Bildung. C. LÜth, On Wilhel von Humbuoldts Theory of Bildung. W. Klafki, The Significance of the Classical Theories of Bildung for a Contemporary Concept of Allgemeinbildung. Part III: Sources From the Didaktik Tradition.E. Weniger, Didaktik as a Theory of Education. H. Roth, The Art of Lesson Preparation. W. Klafki, Didaktik Analysis as the Core of Preparation of Instruction. M. Wagenschein, How to Teach Understanding: On the Concept of the Exemplary in Teaching. P. Menck, Content: Still in Question? Part IV: Didaktik as Praxis.S. Hopmann, Klafkis Model of Didaktik Analysis and Lesson Planning in Teacher Education. G.G. Hiller, Levels of Classroom Preparation. C. Senn-Fennell, Oral and Written Communication for Promoting Mathematical Understanding: Teaching Examples From Grade 3. M. Neubrand, Reflecting as a Didaktik Construction: Speaking About Mathematics in the Mathematics Classroom. A. Kirsch, Aspects of Simplification in Mathematics Teaching. M. Wagenschein, The Law of Free Fall as an "Exemplary Theme" for the Mathematicizablity of Certain Natural Processes. P. Reinhold, Open Experimenting: A Framework for Structuring Science Teaching and Learning. S. Gudmundsdottir, A. Reinertsen, N.P. NordtØmme, Klafkis Didaktik Analysis as a Conceptual Framework for Research on Teaching. Review "Needless to say, the book is edited very carefully. The scientific apparatus (information about the authors, information about the texts, references, etc.) is in perfect shape; an author and a subject index complete this picture....The classical texts have been translated very well."—Teachers and Teaching"This book is on the cutting edge of thinking in the field of curriculum and teacher education....It will stand alone. I see it making a very important primary contribution."—Dorothy Vasquez-LevyUniversity of Virginia"There is much interest in the United States in Didaktik, but little descriptive material is available in English. This text will correct that deficiency....It is strong in terms of topic, significance, reputation of authors, and relevance to contemporary English-language work on curriculum and teacher education....and is a distinctive contribution to the Studies in Curriculum Theory series."—Gary D (NO PERIOD AFTER "D" as per Fernstermacher) FenstermacherUniversity of Michigan Details ISBN0805829202 Language English ISBN-10 0805829202 ISBN-13 9780805829204 Media Book Format Hardcover DEWEY 375.001 Illustrations Yes Year 1999 Subtitle The German Didaktik Tradition Country of Publication United States Edited by Stefan Hopmann Affiliation University of Illinois, USA Edition 1st Short Title TEACHING AS A REFLECTIVE PRAC Author Kurt Riquarts DOI 10.1604/9780805829204 AU Release Date 1999-09-01 NZ Release Date 1999-09-01 US Release Date 1999-09-01 UK Release Date 1999-09-01 Place of Publication New York Pages 360 Publisher Taylor & Francis Inc Series Studies in Curriculum Theory Series Publication Date 1999-09-01 Alternative 9781138983670 Audience Undergraduate Imprint Routledge We've got this At The Nile, if you're looking for it, we've got it. 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