Details
| Originalsprache | Englisch |
|---|---|
| Titel des Sammelwerks | The International Handbook of Teacher Ethos |
| Untertitel | Strengthening Teachers, Supporting Learners |
| Herausgeber (Verlag) | Springer International Publishing AG |
| Seiten | 297-323 |
| Seitenumfang | 27 |
| ISBN (elektronisch) | 9783030736446 |
| ISBN (Print) | 978-3-030-73643-9 |
| Publikationsstatus | Veröffentlicht - 2021 |
Abstract
The aim of the article is to highlight the sophisticated and challenging implications of a professional educational habitus and ethos from a structure-theoretical perspective and to demonstrate its development as a graded process. In addition, it shall demonstrate and illustrate how this habitus and ethos can be stimulated and strengthened by a reconstructive examination of protocols from educational settings. Reconstructive, methodical procedures of data analysis, in dealing with scholastic reality, open up the protocols of this practice through the compulsion to deal with the sequential microstructure of social reality and to develop theses about it. That’s how they generate a maximum potential of irritation of everyday attitudes and own ideas about the external and internal reality. Such irritations seem to be a valuable tool, or perhaps even an inevitable way, to enter the sophisticated professionalization process in terms of development theory, to experience perspectives, that are appropriated and integrated in it and that are differentiable in terms of development-theoretical stage theory.
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The International Handbook of Teacher Ethos: Strengthening Teachers, Supporting Learners . Springer International Publishing AG, 2021. S. 297-323.
Publikation: Beitrag in Buch/Bericht/Sammelwerk/Konferenzband › Beitrag in Buch/Sammelwerk › Forschung
}
TY - CHAP
T1 - Process, stages and methodical stimulation of the development of a professional attitude - A reconstructive approach to teacher ethos
AU - Zizek, Boris
PY - 2021
Y1 - 2021
N2 - The aim of the article is to highlight the sophisticated and challenging implications of a professional educational habitus and ethos from a structure-theoretical perspective and to demonstrate its development as a graded process. In addition, it shall demonstrate and illustrate how this habitus and ethos can be stimulated and strengthened by a reconstructive examination of protocols from educational settings. Reconstructive, methodical procedures of data analysis, in dealing with scholastic reality, open up the protocols of this practice through the compulsion to deal with the sequential microstructure of social reality and to develop theses about it. That’s how they generate a maximum potential of irritation of everyday attitudes and own ideas about the external and internal reality. Such irritations seem to be a valuable tool, or perhaps even an inevitable way, to enter the sophisticated professionalization process in terms of development theory, to experience perspectives, that are appropriated and integrated in it and that are differentiable in terms of development-theoretical stage theory.
AB - The aim of the article is to highlight the sophisticated and challenging implications of a professional educational habitus and ethos from a structure-theoretical perspective and to demonstrate its development as a graded process. In addition, it shall demonstrate and illustrate how this habitus and ethos can be stimulated and strengthened by a reconstructive examination of protocols from educational settings. Reconstructive, methodical procedures of data analysis, in dealing with scholastic reality, open up the protocols of this practice through the compulsion to deal with the sequential microstructure of social reality and to develop theses about it. That’s how they generate a maximum potential of irritation of everyday attitudes and own ideas about the external and internal reality. Such irritations seem to be a valuable tool, or perhaps even an inevitable way, to enter the sophisticated professionalization process in terms of development theory, to experience perspectives, that are appropriated and integrated in it and that are differentiable in terms of development-theoretical stage theory.
KW - Implications of a professional educational habitus and ethos
KW - Methodical stimulation of the development of a professional attitude
KW - Objective hermeneutics
KW - Process and stages of the development of a professional attitude
KW - Structure-theoretical approach to teacher ethos
UR - http://www.scopus.com/inward/record.url?scp=85160508133&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-73644-6_18
DO - 10.1007/978-3-030-73644-6_18
M3 - Contribution to book/anthology
AN - SCOPUS:85160508133
SN - 978-3-030-73643-9
SP - 297
EP - 323
BT - The International Handbook of Teacher Ethos
PB - Springer International Publishing AG
ER -