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The ability to analyze and understand classroom situations through the eyes of not only teachers but also students can be seen as a crucial aspect of teachers’ professional competence. Even though video case-based learning is considered to have great potential for the promotion of analytical competence of teachers (i.e., becoming immersed in student and teacher perspectives as well as applying conceptual knowledge to better understand classroom situations), only a few studies have investigated …
Aus der Lernforschung wissen wir: Das Erlernen komplexer geistiger Prozesse bildet das Gehirn anhand von Strategien nach, die es beim Erlernen motorischer Prozesse erfolgreich verankern konnte. Oder anders: Wer gut jongliert, hat gute Chancen, Projekte erfolgreich zu steuern. Doch dies ist nicht der einzige Zusammenhang von Lernen und Bewegung. Im Heft erwarten Sie Lern-Perspektiven der Neurowissenschaften und der Erlebnispädagogik, die auf körperlicher Bewegung gründen. Daneben darf es aber a…
Was nahe liegt, muss nicht selbstverständlich sein. Für die Erwachsenenbildung ist keineswegs evident, was eigentlich den Erwachsenen konturiert, der sie konstituiert. Zur vertieften Klärung dieses bislang übersehenen und doch fundamentalen Themas gibt es keinen besseren Anlass als das Jubiläum zum 20-jährigen Erscheinen einer Zeitschrift, die die Bildung der Erwachsenen im Namen führt. Wie es scheint, ist die Suche nach dem Erwachsenen auch mit dieser Ausgabe nicht gänzlich erledigt.
The field of education policy, in particular adult education policy, is gaining importance in recent international-comparative research on education and adult education. In comparative politics, education policy is also a young but increasingly established issue. The close connection of education policy to the discipline of comparative politics, as well as theories used in that discipline, provide a well-founded research approach on education policy, which should be considered by international-…
Gesellschaft und Bildung brauchen einen neuen Umgang mit der Zeit: Obwohl in der beschleunigten Gesellschaft allenthalben Zeitgewinne auf Kommunikations- oder Reisewegen zu verzeichnen sind, ist der subjektiv empfundene Zeitdruck nicht gesunken, im Gegenteil. Das Heft bietet zeittheoretische, bildungstheoretische und didaktische Perspektiven von Hartmut Rosa, Peter Faulstich, Andreas Dörpinghaus, Joachim Hasebrook u. a. Stichworte aus dem Inhalt sind »Effektivität« und »Effizienz«, aber auch »M…
Seen before the backdrop of adult education being a necessary moral practice, the limited presence of ethical reflections in research and practice on adult education may surprise. This article aims at presenting an overview of pondering on such questions in recent years. Due to the small number of contributions to this issue, the author will include international and school related research as well. Thus, the article will open the view for innovative research aspects and projects stimulating …
Regulations relating to training release (training leave) now exist in eight EU states. Where they exist, insufficient transparency and counselling, resistance in companies and fear for jobs have been ascertained in those eligible. There is frequently a lack of political will to make training release more effective for lifelong learning. In a Socrates project (1998–2000) with partners from Belgium, France, Italy and Germany the question of whether training release can be a strategy for the pr…
The latest PIAAC-results confirm from an international perspective the alarming data of the leo. – Level One Study published in 2011 in which 14,5 percent of the German population capable of work could be identified as functionally illiterate. Both studies have an immense impact on political discussions concerning basis education. To point out the strength of both studies for the field of adult education, there will be a brief summary and tabular comparison concerning the research design of bot…
It becomes apparent in the current critique on methods of competence diagnostics that the problem does not lie in empirical or methodical, but mainly in theoretical deficits. Psycho-dynamic explanations are missing. Moreover, competences are mainly constructed as individual traits while social dimensions are ignored. Both deficits are considerable blank spaces. This paper argues that competence cannot be the cause of performance, but only the conscious notion of how masterly ways of acting look…
