THE UNEXAMINED COURSE IS NOT WORTH GIVING - THE BENEFITS OF EMPIRICAL RESEARCH FOR TEACHER TRAINING CURRICULUM DESIGN

被引：0

作者：

Brosow, F. ^{[1
]}

Maisenhoelder, P. ^{[1
,2
]}

机构：

[1] Univ Educ Ludwigsburg, Ludwigsburg, Germany

[2] Univ Stuttgart, Stuttgart, Germany

来源：

12TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2019) | 2019年

关键词：

empirical research; curriculum design; teacher training; philosophy; ethics; subject didactics; survey; pillars; Ludwigsburg Model of Teacher Training;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Teacher training in most subjects rests on four equally important pillars: studying the subject as an academic discipline, studying subject didactics as an academic discipline, training in subject-specific problem-solving in everyday-life and training in problem-solving in regard to teaching the subject. The specific contents of each pillar should not be chosen by subjective preferences or politically motivated education plans alone, but - at least in part - by using empirical research within one's scientific field. This article uses empirical findings in the field of ethics and philosophy as an example for cornerstones of evidence-based curriculum design.

引用

页码：4045 / 4053

页数：9

共 13 条

[1] Brosow F., 2019, ICERI2019 P
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[4] Brosow F., 2019, EMPIRICAL STUDY PHIL, DOI [10.13140/RG.2.2.13562.13762/1, DOI 10.13140/RG.2.2.13562.13762/1.ACCESSED]
[5] Brosow F., 2019, LEBENSWELT WISSENSCH, P57
[6] Bussmann B., 2017, HDB PHILOS ETHIK, P125
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[8] Kahneman D., 2011, THINKING FAST SLOW
[9] Martens E., 2016, METHODIK ETHIK PHILO
[10] Potschke M., 2009, Sozialforschung im Internet. Methodologie und Praxis der Online-Befragung, P75, DOI [10.1007/978-3-531-91791-7_5, DOI 10.1007/978-3-531-91791-7_5]

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