TY  - JOUR
AB  - The article considers how teachers induct crises of students from two perspectives. Firstly, the understanding of crises and the induction of crises will be presented from a structural theoretical perspective. It becomes evident that the induction of crises is understood as part of professional teaching. It is connected with certain expectations and part of demands addressed to teachers. Secondly, results of an explorative reconstructive interview study with teachers, based on the perspective of the praxeological sociology of knowledge, will be shown. For data interpretation the documentary method is used. It becomes clear that inducting crises of students requires the fulfillment of preconditions. The induction of crises is embedded in those orientations that structure the everyday-work of teachers. It is based on a specific relation of norms and common-sense-theories on the one hand, of frames of orientations in a narrower sense on the other hand. This relation is framed by a frame of orientation in a wider sense. Based on these two perspectives it will be discussed how the results can be interpreted as an expression of professional teaching and which further research needs occur. In total, the article aims at contributing to the discourse on teacher professionalism by relating structural theoretical demands and reconstruction based on the praxeological sociology of knowledge.
DA  - 2020
DO  - 10.1007/s35834-020-00264-5
LA  - ger
M2  - 5
PY  - 2020
SP  - 5-22
T2  - Zeitschrift für Bildungsforschung
TI  - Die Induktion von Schülerkrisen durch Lehrpersonen. Professionalisiertes Lehrer/innenhandeln zwischen strukturtheoretischer Anforderungslogik und praxeologisch-wissenssoziologisch fundierter Rekonstruktion
UR  - https://nbn-resolving.org/urn:nbn:de:0070-pub-29419453
Y2  - 2024-11-21T22:19:48
ER  -