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190325 r ||| ger |
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|a 3866494866
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|z 9783866494862
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|a 9783866494862
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| 020 |
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|a 9783866494862
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4 |
|a LB1775.8
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| 100 |
1 |
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|a Wrana, Daniel
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| 245 |
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|a Professionalisierung in Lernberatungsgesprächen
|h Elektronische Ressource
|b Theoretische Grundlegungen und empirische Untersuchungen
|c Daniel Wrana, Christiane Maier Reinhard (Hrsg.)
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| 260 |
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|a Opladen
|b Verlag Barbara Budrich
|c 2012, 2012
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| 300 |
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|a 355 pages
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0 |
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|a ""Vom Anfangen: Thematisierung zeitlicher Herausforderungen in Selbstlernarchitekturen""""P�dagogische Professionalit�t als Entwicklungsaufgabe""; ""Lernberatung in der Selbstlernarchitektur""; ""Rhizomatische Lernentwicklungskommunikation in Selbstlernarchitekturen""; ""Kontexte � die Selbstlernarchitektur @rs""; ""Autorinnen und Autoren""
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| 505 |
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|a ""Cover""; ""Professionalisierung in Lernberatungsgespr�chen""; ""Inhalt""; ""Einleitung: Professionalisierung in Lernberatungsgespr�chen � die Beitr�ge in diesem Band""; ""Lernberatung als p�dagogische Handlungsform und empirischer Gegenstand""; ""Lesarten im Professionalisierungsprozess""; ""Spielz�ge des Lernberatungshandelns""; ""Theoretische und methodologische Grundlagen der Analyse diskursiver Praktiken""; ""Lernberatung als Chance f�r die Thematisierung von Emotionen beim Lernen von Musik""; ""Gespr�chsinterventionen in der Lernberatung""
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| 505 |
0 |
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|a Includes bibliographical references
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| 653 |
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|a Primary school teaching
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| 653 |
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|a Primary school teachers
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| 653 |
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|a EDUCATION / General
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| 700 |
1 |
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|a Reinhard, Christiane Maier
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| 041 |
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7 |
|a ger
|2 ISO 639-2
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| 989 |
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|b ZDB-39-JOA
|a JSTOR Open Access Books
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| 490 |
0 |
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|a Beiträge der Schweizer Bildungsforschung
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| 776 |
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|z 9783866495043
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| 776 |
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|z 3866495048
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| 856 |
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|u https://www.jstor.org/stable/10.2307/j.ctvbj7k46
|x Verlag
|3 Volltext
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|a 370.71109494
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| 520 |
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|a In the process of professionalising teachers, in addition to knowledge and skills, understandings and individual positions on teaching and learning develop on a more fundamental level. In the empirical studies in this volume, learning and professionalization processes were examined during the beginning of the primary school teacher studies within the framework of a self-learning architecture in which web-based learning activities are interlinked with individual subject-related learning counseling discussions. In the learning counseling discussions, individual discussions between lecturers and students about teaching and learning in the subject didactics of mathematics and music, art education and educational science can be observed. The investigations into the development of professional convictions also take a look at the interactions in the educational form of action of the learning counseling discussion and proceed with the methodological approach of an analysis of discursive practices. In further studies, transformations of the professional habitus, intervention practices in the conversations, the emotional dimension of learning and the time challenges in self-learning architectures are examined
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