Digitalisierung im Beruflichen Lehramtsstudium

Benutzer-Werkzeuge

Webseiten-Werkzeuge

Zuletzt angesehen:
en:grundlagen_der_handlungsorientierung

Unterschiede

Hier werden die Unterschiede zwischen zwei Versionen angezeigt.

Link zu dieser Vergleichsansicht

Nächste Überarbeitung		Vorhergehende Überarbeitung
en:grundlagen_der_handlungsorientierung [2022/11/28 09:52] – angelegt ch.stollen:grundlagen_der_handlungsorientierung [2022/11/28 17:06] (aktuell) – ch.stoll
Zeile 19: Zeile 19:
 One of the first significant concepts of action orientation comes from **John Dewey** (see <imgref dewey>). In Dewey's publications, action is strongly linked to reflection and solving problems that fall out of the normal routine of action [(Abels2011>> page: 49)].  He also speaks of Reflective Activity or Reflective Praxis (see  <imgref reflective_praxis>). First, one approaches the problem. The actual problem must be identified, then defined and embedded in a context. Based on this, hypotheses can be formulated and possible solutions can be collected. Then the further procedure can be planned and the solution approaches can be thought through and worked out. Now the solution approaches can be tried out and evaluated. This process is not finished, because there is never only one right solution and it is important to always be open for new/different possibilities and changes  [(Dewey1933>> page: 106-115)].  One of the first significant concepts of action orientation comes from **John Dewey** (see <imgref dewey>). In Dewey's publications, action is strongly linked to reflection and solving problems that fall out of the normal routine of action [(Abels2011>> page: 49)].  He also speaks of Reflective Activity or Reflective Praxis (see  <imgref reflective_praxis>). First, one approaches the problem. The actual problem must be identified, then defined and embedded in a context. Based on this, hypotheses can be formulated and possible solutions can be collected. Then the further procedure can be planned and the solution approaches can be thought through and worked out. Now the solution approaches can be tried out and evaluated. This process is not finished, because there is never only one right solution and it is important to always be open for new/different possibilities and changes  [(Dewey1933>> page: 106-115)]. 
  
-<imgcaption reflective_praxis|Reflective Praxis>{{:reflective_praxis.png?350| }}</imgcaption>+<imgcaption reflective_praxis|Reflective Praxis>{{:en:reflective_praxis_eng.png?350| }}</imgcaption>
    
- 
  
 According to Dewey [(Dewey1933>> direct:yes)], competence development is made possible by the following circumstances: According to Dewey [(Dewey1933>> direct:yes)], competence development is made possible by the following circumstances:
Zeile 33: Zeile 32:
 === Characteristics of action orientation === === Characteristics of action orientation ===
  
-According to KMK [(KMK2018>> direct: yes; page: 32)] , the objective of action orientation is "''to enable people to plan, carry out and assess work tasks independently"''.+According to [(KMK2018>> direct: yes; page: 32)] , the objective of action orientation is "''to enable people to plan, carry out and assess work tasks independently"''. 
  
 +<imgcaption kdvh|Circle of complete action>{{ :en:circle_of_complete_action.png?300|}}</imgcaption>
  
-<imgcaption kdvh|Kreis der vollständigen Handlung>{{ ::kreis_der_vollstaendigen_handlung.png?direct&300|}}</imgcaption> 
  
  
 Basically, the learning and working process should be aligned with the cycle of a complete action: Inform, Plan, Decide, Execute, Control, Evaluate/Reflect (**circle of complete action** -- see <imgref kdvh>) [(HerknerPahl2018>> page: 4)]. Basically, the learning and working process should be aligned with the cycle of a complete action: Inform, Plan, Decide, Execute, Control, Evaluate/Reflect (**circle of complete action** -- see <imgref kdvh>) [(HerknerPahl2018>> page: 4)].
  
-The KMK states the following orientation points for planning action-oriented lessons KMK[(KMK2018>> direct: yes; page: 17)]:+The KMK states the following orientation points for planning action-oriented lessons [(KMK2018>> direct: yes; page: 17)]:
  
   * Didactic reference points are situations that are significant for the everyday life and the future of the learners.   * Didactic reference points are situations that are significant for the everyday life and the future of the learners.
en/grundlagen_der_handlungsorientierung.1669625545.txt.gz · Zuletzt geändert: 2022/11/28 09:52 von ch.stoll