TNTEE Publications - Didaktik/Fachdidaktik

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18 “Allgemeine Didaktik” (“General Didactics”) and “Fachdidaktik” (“Subject Didactics”) experiences can be defined as the educational impacts of the subjects as such. Subjects may be seen as selected knowledge and skills. They represent teaching complexes relevant for the introduction to life in culture and society. Several different educational efforts can be united into a subject due to their mutual aiming at a particular fundamental experience. An example: the educational impact of the subject Geography can be seen in the imparting of the fundamental experience that everywhere in the world people are forced to deal with factors like soil, landscape and climate to guarantee life. To reveal this basic experience is a major task in the teaching of Geography. Subjects in this sense can be interpreted as “fields of concentration of methodological work”. As long as a certain subject and a special science within certain limits deal with the same topics, they do it in different ways and with varying goals. These goals are, on the one hand, determined by the higher purpose of specialized research and, on the other, by the comprehensive character forming of the students. Only by means of establishing relations towards the human being and her/his life in nature and society does a topic turn into a subject of teaching. This important feature is emphasized by the educational impact of the subject discipline. The fundamental experiences themselves cannot be tested as results of teaching nor be assessed by grading. The existence of relevant knowledge does not guarantee that these very insistent and educationally efficient basic experiences can be achieved. As non-operational and non-controllable learning objectives they can only indirectly be strived for by means of appropriate instruction. The educational efficacy of any subject is reflected in its contribution to the development of the realm of responsibilities under which a human being has to learn, to take decisions and to perform. Even though subjects in this sense cannot be understood as diminutives or preliminary stages of sciences, school still works on the principle of an orientation towards science. The purpose of schools is to equip us with the necessary tools to function in a scientifically dominated world as well as to foster the ability of keeping a scientific distance from essential prerogatives of our society. In detail, this corresponds with four tasks: (i) Acquisition of scientifically secured knowledge (ii) Competence for communication and cooperation (iii) Competence for critical reflection (iv) Competence for lifelong-learning and permanent revision of knowledge. In other words, the scientification (“Verwissenschaftlichung”) of all areas of life leads to the following consequences in the sector of general education (“Allgemeinbildung”): continuous questioning of the known, openess to new knowledge and flexibility as well as the readiness to deal with change. On “Fachdidaktik” (“subject didactics”) “Fachdidaktik” (“subject didactics”) represents a scientific discipline dealing with the following tasks: (i) Constitution and legitimization of a subject (“subject discipline”) as a contribution towards achieving the general educational goal of school (not all sciences are represented among the subjects taught in school) (ii) Selection of educationally relevant content and its structuring (iii) Assurance of the standard of the academic quality of issues mentioned before (“orientation on sciences”/“Wissenschaftsorientierung” of subject disciplines) (iv) Development of subject-specific procedures for teaching/learning (v) Evaluation and securing of results of learning in the context of results of “Allgemeine Didaktik”(“general didactics”) TNTEE Publications Volume 2, Nr 1, October 1999
CONTENTS Inhalte Figure 4 “Allgemeine Didaktik” (“General Didactics”) and “Fachdidaktik” (“Subject Didactics”) SUBJECTS Fächer KNOWLEDGE Wissen “Kunden” Kenntnisse Können “Künste” Fertigkeiten ABILITIES Fachdidaktik SUBJECT DIDACTICS SCIENCES Wissenschaft en EXPERIENCES Erfahrungen TRADITIONS Überlieferun gen CULTURE Kultur SOCIETY Gesellschaft ARTS Künste TECHNIQUES Techniken SKILLS “Fachdidaktik” (“subject didactics”) should be regarded as the relevant discipline in initial teacher education at colleges of teacher education and at universities. It seems to be indispensable that “Fachdidaktik” (“subject didactics”) has the opportunity to exercise influence on those academic disciplines providing academic knowledge relevant to teaching particular subjects. This influence seems to be necessary so that the needs and expectations of initial teacher education (e.g. selection of topics and methods) can be met adequately by the programmes of the other academic disciplines. If the other academic disciplines are not in a position to provide adequate programmes, they have to be developed by “Fachdidaktik” (“subject didactics”) additionally and independently. The relationship between “Allgemeine Didaktik” (“general didactics”) and “Fachdidaktik” (“subject didactics”) and their influence on the teacher education programme Figure 5 demonstrates the structure of the programmes in both fields: Allgemeine Didaktik 1. Matters relating to the teaching process Learning under conditions of school * teaching process * arrangements of classroom interaction *media * evaluation Fachdidaktik (subject didactics) 1. Matters relating to the teaching content of subject teaching * educational purpose of a subject * science-subject relationship * syllabus of subject * subject matters and content * learning objectives TNTEE Publications Volume 2, Nr 1, October 1999 19
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Page 4 and 5: ACKNOWLEDGEMENTS The production of
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86 Didaktik as the professional sci
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96 Reflection as a bridging concept
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98 Reflection as a bridging concept
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100 Reflection as a bridging concep
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108 The didactic relation in the te
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118 On central dimensions of teache
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128 Epistemologies, beliefs and con
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148 Mathematik Didaktik (Teaching-L
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158 Theories and practices of teach
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162 Preservice and in-service train
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174 Sources of ‘didaktization’
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188 Shifts of paradigm It has been
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190 Shifts of paradigm Mentalistic
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192 Shifts of paradigm restructured
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194 Shifts of paradigm Among other
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196 Models and structures in social
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208 Issues of Didactics in Teacher
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216 Teaching methodologies in initi
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228 The role of subject didactics i
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238 Overcoming the gap between theo
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250 Irina Buchberger University of
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