| 1. |
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Initiating Learning
- 2012
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Editorial collection (peer-reviewed)abstract
- In current pedagogical theories and their diverse practical applications the explicit decisions on settings of teaching and learning processes rule the field, such as the subjects, schedules, tasks, social settings of learning. Governmental or cybernetic theory where the focus is on explicit issues, factors and didactic models has a great impact on European education, its theories, its practices and its systems.Seen from a phenomenological perspective, learning processes are never at hand or evident (Meyer-Drawe 2004). Even though the result of our learning might be obvious, we actually do not know how we learn something. The learning process as such is inevitably hidden. Furthermore, a learning process is not only governed by its tasks and conscious motives, but also by implicit and unspoken attitudes and mindsets. It is stimulated by implicit meanings of spoken and written statements, by tacit expressions of bodily communication and interaction, by aesthetical framings as e.g. iconic activities and objects and by the un-verbalized resources and limitations of commodities, tools and architectural environments etc.Following this argumentation, on the one hand concepts of learning, literacy, competence and attention are discussed. On the other hand, theories on teaching and on teacher education are developed.
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| 2. |
- Kraus, Anja, 1967-
(author)
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Perspectives on Performativity : Pedagogical Knowledge in Teacher Education
- 2016
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Book (peer-reviewed)abstract
- Re-thinking the idea of scholarly life regarding teacher education means to critically examine the specifics of classroom teaching, respectively pedagogical challenges. School does not exist simply to convey information or expertise. It is a society in which everyone is responsible for in a reflected way participating in diverse relationships to him-/herself, to others and to the world, and, based on diverse forms of knowledge and representation, for actively forming them. Education in the classroom consists also of giving the students an idea of that. Hereby, tacit forms of knowledge and educational practices play an important role.In the concept of “performative play” teacher education is seen as a linking up of theories in Educational and other Human Sciences with the everyday practice of teachers. It will be shown that the performative paradigm opens up the possibility to overcome the concentration of a science-oriented education in school on rational, linguistically symbolized knowledge and metrical explanatory models. By this, a model of a science- as well as practice-oriented teacher education will be unfolded that is supposed to be open to diverse cultural modes of learning.
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| 3. |
- Kraus, Anja, 1967-
(author)
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Pädagogische Wissensformen in der Lehrer/innen/bildung : Ein performativitätstheoretischer Ansatz
- 2015. - 1
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Book (peer-reviewed)abstract
- In diverse scientific texts and studies on Teacher Education a “gap” between the theoretical knowledge and the action knowledge and abilities of teachers is identified (cf. Müller-Fohrbrodt et al. 1978, Tenorth 2006 et al.). There is thus no empirical evidence for a benefit of scientific theories for the professional praxis of teachers. However, there is quite an amount of concepts about the relation of theories about school teaching and the professional teaching as a practice. The idea of the book project is to grasp the concepts about school teaching on a science-theoretical level, and the professional teaching as a practice on a methodical and methodological level. This will be done by theoretically discussing current models of teacher education in terms of their science-theoretical background as well as with respect to the special methodical and methodological signature of their practice-orientation.
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| 4. |
- Kraus, Anja, 1967-
(author)
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Scholarly principles in teacher education : What kind of science serves a practice-oriented teacher education?
- 2015
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Book (peer-reviewed)abstract
- 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.
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| 5. |
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Performativity, Materiality and Time : Tacit Dimensions of Pedagogy
- 2014
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Editorial collection (peer-reviewed)abstract
- Focusing mainly on the tacit side of pedagogical practices entails not only a revision of instructional practices but also that of the existing theoretical approaches to educational practices and learning and a work on the methodology of empirical research in the Educational Sciences. In terms of this effort references to subjects, objects and given structures are replaced by the concepts performativity, materiality and time. In this volume the paradigm shift is applied to different educational fields, questions and methodologies, such as the performativity in imaginary, mediated and virtual spaces and other tacit subjects of learning, such as language education, the ethical implications of the adult-child differentiation, educational research on things and the mastery of university by the students.
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| 6. |
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Praxeology as a Challenge : Modelling the Tacit Dimensions of Pedagogy
- 2013. - 1
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Editorial collection (peer-reviewed)abstract
- The question, "how to do things with words?" (John L. Austin) could characterize the field of pedagogy in general, if not also practices, structural and material aspects had to be taken into account. The empirical question how social practices constitute a (binding) reality comes close to the praxeological perspective. On one side, "praxeology" is a specific methodological approach to explore practices empirically. On the other side, it covers philosophical or sociological theories of action regarding sociality as generated by social practices and contextual structures. Practices are supposed to transmit, constitute and create establish e.g. social orders. The focus lies on corporal, performative and emergent aspects of the practices. All the mainly empirical studies in this volume deal with the praxeological question how sociality is generated in dynamic and relational actions in a pedagogical frame.
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