Fachkultur(en) in der Schule: Kollektive Wahrnehmungs-, Denk- und Handlungsmuster von Sportlehrkräften

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The starting point for the data used in the article is a longitudinal evaluation study on the implementation of an (innovative) curriculum in Luxembourg. The focus is on physical education teachers’ subject-related patterns of perception, thinking and action, in order to examine which specific characteristics tend to favour or inhibit the implementation of education-oriented physical education, which is anchored in the curriculum concept. The theories of school culture and disciplinary culture research are listed in an overview and are then used as reflective slides to explain the subject-related structures shown. In the questionnaire survey of the curriculum evaluation project, didactic teaching understanding (“pedagogical thinking patterns”), as well as preferred performance evaluation criteria and teaching arrangements (“teaching practices”) of physical education teachers were then determined and further classified. Using a discriminant analysis, three groups can be classified, which reflect type-specific patterns of thought and action or hybrid school-based disciplinary cultures and which show varying degrees of proximity to the curriculum concept. This allows conclusions to be drawn about the collective thought and action structures of a population, which are then classified theoretically and discussed in terms of their didactic meaning.
Translated title of the contributionDisciplinary culture(s) in school: Collective patterns of perception, thought and action among physical education teachers
Original languageGerman
JournalGerman Journal of Exercise and Sport Research
Volume51
Issue number1
Pages (from-to)17-28
Number of pages12
ISSN2509-3142
DOIs
Publication statusPublished - 03.2021

ID: 5548609

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