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Original Title
Unterricht als kommunikative Ordnung. Eine kontingenzgewärtige Beschreibung
Parallel titleTeaching as communication. A contingency-based approach
Author
SourceNiessen, Anne [Hrsg.]; Knigge, Jens [Hrsg.]: Theoretische Rahmung und Theoriebildung in der musikpädagogischen Forschung. Münster ; New York : Waxmann 2015, S. 15-31. - (Musikpädagogische Forschung; 36)
Document
License of the document In copyright
Keywords (German)Allgemeine Didaktik; Unterrichtsform; Kommunikativer Ansatz; Fachdidaktik; Kommunikationstheorie; Lehrer-Schüler-Interaktion; Unterrichtsgespräch
sub-disciplineCurriculum and Teaching / School Pedagogy
Teaching Didactics
Document typeArticle (from a serial)
ISBN978-3-8309-3313-7
ISSN0937-3993
LanguageGerman
Year of creation
review statusPeer-Reviewed
Abstract (English):A contingency-based description of teaching aims at explaining structural circumstances and the process-based logic of social and pedagogical frames of teaching. After having defined the essential theoretical terms of the concept, this article shows how the organization of teaching is established communicatively and under the influence of contingency in the three dimensions of the teaching system (subject, social, and temporal dimension). With regard to didactical challenges, the output of contingency-based theory is discussed as a last point. This theory of teaching consolidates a non-prescriptive and realistic view on teaching concerning the successes and failures in influencing students’ learning. Furthermore, this theory looks at the meaning of pedagogical planning knowledge in a new way. (DIPF/Orig.)
is part of:Theoretische Rahmung und Theoriebildung in der musikpädagogischen Forschung
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Date of publication12.12.2016
Suggested CitationProske, Matthias: Unterricht als kommunikative Ordnung. Eine kontingenzgewärtige Beschreibung - In: Niessen, Anne [Hrsg.]; Knigge, Jens [Hrsg.]: Theoretische Rahmung und Theoriebildung in der musikpädagogischen Forschung. Münster ; New York : Waxmann 2015, S. 15-31. - (Musikpädagogische Forschung; 36) - URN: urn:nbn:de:0111-pedocs-126056
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