Cocard, Yves; Krähenbühl, Samuel (2015). Pädagogisches Wissen in Klassenführungskonzepten angehender Lehrpersonen. Lehrerbildung auf dem Prüfstand, 8 (1), pp. 55-76.

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Pedagogical knowledge is considered to be a fundamental part of professional skills. It is among others in classroom management, a key challenge to teachers. A study examined how prospective teachers conceptualise classroom management and which forms of knowledge they employ to do so. The data consists of classroom management concepts and portfolios of 17 students who underwent a specialised annual training course on classroom and conflict management as part of their education as secondary school teachers. It could be shown that emphasis is placed on teachers’ outward action, which appears to essentially be a reflection of a pedagogical attitude. The classroom management concepts comprise declarative and procedural knowledge, but normative knowledge is preponderant. Normative knowledge is perceived as an interaction of subjective attitudes respectively beliefs based on norms and values. Its importance to the acquisition of pedagogical knowledge in classroom management may have been underrated so far. Pedagogical knowledge in classroom management provides orientation. In the examined sample, this function is achieved either by positioning, instruction, or reflection.

Item Type:	Journal Article (Original Article)
PHBern Contributor:	Cocard, Yves, Krähenbühl, Samuel
Language:	German
Submitter:	Jessica Brunner
Date Deposited:	03 Nov 2022 15:50
Last Modified:	03 Nov 2022 15:50
Uncontrolled Keywords:	Klassenführung, Klassenführungskonzept, pädagogisches Wissen, Wissensformen, classroom management, classroom management concept, forms of knowledge, pedagogical knowledge
URI:	https://phrepo.phbern.ch/id/eprint/1004