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  • In this article, fundamental considerations on how to deal with the professional vision in teacher education in social science subjects are presented. As a first step, a concept for a reflective vision of teaching situations is outlined, which was developed in an interdisciplinary research network, consisting of researchers of teacher education and didactics in the subjects' history, geography and political education. Based on ethnomethodological methods, this concept pivotally focuses on the descriptive level of the perception of classroom situations, thereby both, the content-specific and subject-didactic dimension, function as the underlying framework for a critical reflection upon the professional vision in teacher education. As a next step, this concept is then used to qualitatively investigate the assumption if the use of video-supported blended learning formats in university teacher education actually leads to an increase in the professional vision. For this purpose, the concept's (potential) application of such a learning format in history didactics is illustrated in order to discuss the opportunities and challenges of video-based blended-learning units with the aim of promoting the reflective vision of future teachers. (xsd:string)
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  • 2021 (xsd:gyear)
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  • 2021 (xsd:gyear)
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  • 10.3278/HSL2101W ()
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  • 2199-8825 ()
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  • Vermittlung von Theorie für die Deutung der Praxis in der Geschichtslehrer- und Geschichtslehrerinnenbildung - konzeptionelle Überlegungen zur Ausbildung und Förderung reflexiver Wahrnehmung von Geschichtsunterricht auf der Grundlage videobasierter Blended-learning-Szenarien (xsd:string)
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  • Zeitschriftenartikel (xsd:string)
  • journal_article (en)
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  • GESIS-SSOAR (xsd:string)
  • In: die hochschullehre, 7, 2021, 1-15 (xsd:string)
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  • 7 (xsd:string)