Die fachdidaktische Perspektive in der Unterrichtsqualitätsforschung: (bisher) ignoriert, implizit enthalten oder nicht relevant?
Lindmeier A, Heinze A (2020)
Publication Type: Journal article, Review article
Publication year: 2020
Journal
Book Volume: 66
Pages Range: 255-268
Abstract
The paper discusses the articles on teaching quality in this special issue from the perspective of subject-specific educational research. First, we specify the view adopted by focusing on normative aspects of teaching quality. Against this background, we then analyse the role of subject-specific aspects for indicators of teaching quality considered so far. Subsequently, we discuss to what extent the common practice of analysing Short time segments of classroom teaching can be used to measure teaching quality with criteria derived from subject-specific educational research. Finally, we address aspects of teaching quality that are not considered in the articles of this special issue, but may be relevant for a subject-specific perspective.
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Germany (DE)How to cite
APA:
Lindmeier, A., & Heinze, A. (2020). Die fachdidaktische Perspektive in der Unterrichtsqualitätsforschung: (bisher) ignoriert, implizit enthalten oder nicht relevant? Zeitschrift für Pädagogik / Beiheft, 66, 255-268.
MLA:
Lindmeier, Anke, and Aiso Heinze. "Die fachdidaktische Perspektive in der Unterrichtsqualitätsforschung: (bisher) ignoriert, implizit enthalten oder nicht relevant?" Zeitschrift für Pädagogik / Beiheft 66 (2020): 255-268.
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