Didaktik as the professional science of teachers - tntee

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Didaktik as the professional science of teachers
Despite all student orientation one has to notice, however, that a school as a learning formation,
established and maintained by society, has to accomplish its reproduction function with regard to
culture, economy and politics (Fend 1981). The professional teacher has to balance the experiences
and demands of two proponents: students and society.
Didaktik as the professional science of teachers must not be limited to a theory of teaching. It also
has to include a theory of Bildung and a theory of school.
The ‘Map of the Professional Science of Teachers’ shown on the next page outlines these connections.
Figure 1
Theory of
Bildung
Bildung as a
social norm
General knowledge
as the
teaching
target
Contents
Syllabus/Curriculum:
teaching targets -
teaching contents
Organization of
teaching contents:
fields of life-subject
matters-key problemsprojects
Realization of the
“didactical analysis”
(identify teaching
contents as educational
contents)
Map of the Professional Science of Teachers
Didaktik
Theory of
Teaching
Time
School days and
ages of students
Distribution of
the daily time
for teaching
Duration of
teaching units
single lessonscumulated
lessons
teaching in epochs
Planning of
Lessons
TNTEE Publications Volume 2, Nr 1, October 1999
Theory of
School
Organization of
the school
system
(differentiation
and integration)
School as an
organizational
framework of
teaching
School climate
as a condition
or teaching
quality
School
automomy and
school quality
as trends
Procedures
The teaching
unit and its
structure
Forms of
social interaction
and
activities of
alesson
Creation of a
methodological
concept
(macro- and
micro-structure
of an efficient
lesson procedure)