Mareike SetzerKasuistische Analyse von Anforderungssituationen des Sportunterrichts

About this book deutschenglish

Linking the teacher’s performance in the classroom to his or her knowledge of theories is the fine art of teaching and must be learned by trainee teachers. This empirical study shows how case studies offer the opportunity to link these two elements of the teacher’s competence, both theoretical knowledge and performance in the classroom, with each other.

In this book theory-based reflection is understood as an idea to connect cases of authentic performance in the classroom with theory. Starting point of this study is the question of relevant requirements of authentic classroom situations for the teachers. The term “requirement of the situation” closely connects to the discussion about teachers’ competencies. An ethnographical method is used to film 61 Physical Education lessons of accomplished teachers. These films about authentic PE lessons are being analyzed and brought into a system grounded on a qualitative methodology. Thus, five types of requirement situations for teachers could be developed. Each type is equipped with lots of cases that show sequences of authentic PE lessons. Every case is described first, interpreted second and connected to current literature of the three domains: pedagogy, didactics and the science of sport. The link between a case and current literature is called theoretical reflection of the case and just one possible way of the reflection authentic teaching performance.

This empirical study improves the education of trainee teachers because it offers a way to connect the practice of the classroom to theory. This can be used at the university to develop the competencies of prospective teachers. This book concentrates on PE lesson but the technique of theory bases reflection of cases of authentic classroom performance could be used effectively for other subjects.