Erkennen und Erschließen von Unterrichtssituationen.

Hinweise zur Entwicklung der professionellen Unterrichtswahrnehmung aus literaturdidaktischer Perspektive

Abstract

The article investigates whether possible differences in perceiving and interpreting a class-room situation can be traced back to underlying teaching scripts. The data base are comments by 12 students and teachers (4 students undertaking a bachelor's degree, 4 students under-taking a master's degree and 4 teachers) observing a videotaped lesson. The professional vision is first introduced as part of the professional competence of teachers and a description of the role of teaching scripts in the process of perceiving and interpreting classroom situations is given. In six case analyses the different applications of teaching scripts by undergraduate students and graduate students and teachers in recognizing and assessing classroom situations will be presented. On the basis of these findings, a process pattern showing the development of professional vision will be discussed and situated into the curricular frame-work of teacher training in Hamburg by which it could be affected.