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Teaching. --- Educational psychology. --- Education --- Psychology --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Ensenyament --- Psicologia pedagògica

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Der Aufbau fachinhaltlicher und fachmethodischer Kompetenzen ist ein zentrales Ziel naturwissenschaftlicher Bildung. Ein effektiver Ansatz zur Forderung dieser Kompetenzen ist die explizite Thematisierung zugehoriger Kenntnisse. Im Unterricht scheinen aber vor allem fachinhaltliche und nur selten fachmethodische Kenntnisse explizit thematisiert zu werden. Ausgehend von der Annahme, dass dieser Unterschied u.a. durch die Uberzeugungen von Lehrkraften bedingt ist, wurden mit einem Fragebogen die Uberzeugungen zum Lehren und Lernen von Fachinhalten und Fachmethoden von N = 175 Lehrkraften erfasst. Zusatzlich wurde eine Teilstichprobe von n = 16 Lehrkraften im Rahmen von Interviews u. a. zum Planen einer Stunde zum Aufbau fachmethodischer Kompetenzen aufgefordert und die Umsetzung expliziter Thematisierung inhaltsanalytisch untersucht. Die Ergebnisse zeigen graduelle Unterschiede in den zielspezifischen Uberzeugungen von Lehrkraften. So sind diese z.B. haufig der Uberzeugung, dass das explizite Thematisieren von Kenntnissen zwar fur beide Ziele wirksam ist, aber fur das Lehren und Lernen von Fachinhalten nutzlicher als fur das von Fachmethoden. Diese Uberzeugungen werden nur z.T. konsistent umgesetzt, da die explizite Thematisierung fachmethodischer Kenntnisse kaum wesentlicher Bestandteil der geplanten Stunden ist. So scheinen die Uberzeugungen zur Bedeutsamkeit expliziter Thematisierung eine notwendige, aber keine hinreichende Bedingung fur deren Umsetzung zu sein. Insgesamt legen die Befunde nahe, dass es wichtig ist, die Uberzeugungen von Lehrkraften zielspezifisch zu untersuchen.

Teachers. --- Lesson planning. --- Teaching. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Lesson plans --- Planning --- Teaching --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- School employees --- Curricula

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This book discusses the teaching and learning about technological systems in technology education and adjacent curriculum areas. It describes, analyzes and synthesizes contemporary research on technological systems in technology education. By delving into the philosophy, sociology and history of technology, technology education and the learning and teaching of technological systems, it summarizes prior research and analyzes new research. This book thereby serves as a resource and reference work for professionals in this area of research and education.

Education --- Philosophy. --- Educational technology. --- Teaching. --- Digital Education and Educational Technology. --- Pedagogy. --- Educational Philosophy. --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Teaching --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Pedagogical content knowledge --- Training --- Aids and devices --- Ensenyament --- Tecnologia educativa --- Filosofia de l'educació

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This edited collection analyses the use of comics in primary and secondary education. The editors and contributors draw together global research to examine how comics can be used for critical inquiry within schools, and how they can be used within specific disciplines. As comics are beginning to be recognised more widely as an important resource for teaching, with a huge breadth of topics and styles, this interdisciplinary book unites a variety of research to analyse how learning is 'done' with and through comics. The book will be of interest to educational practitioners and school teachers, as well as students and scholars of comic studies, education and social sciences more broadly. Robert Aman is Associate Professor in Education at Linköping University, Sweden. He primarily conducts research on ideology and the politics of representation in comics. His most recent book, The Phantom Comics and the New Left was published by Palgrave Macmillan in 2020. Lars Wallner is a Senior Lecturer at Linköping University, Sweden working in the field of Pedagogic Practices. His research explores the use of comics, games and popular fiction, mainly regarding education and social interaction.

Comic books, strips, etc., in education. --- Teaching --- Visual education --- Aids and devices --- Còmics --- Ensenyament --- Teaching. --- Mass media and education. --- Art --- Pedagogy. --- Media Education. --- Creativity and Arts Education. --- Study and teaching. --- Art education --- Education, Art --- Art schools --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Education and mass media --- Analysis, interpretation, appreciation

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This book focuses on how current and prospective teachers worldwide are prepared for the significant task of teaching geography, given the important role of teachers. It eschews a traditional career-centric framework (pre-service, in-service teaching) in favor of a topical approach toward issues that all teachers face. The book updates thinking on geography education subfields such as GI education and fieldwork and traces important contemporary discourses such as digitalization and sustainability. The book further explains the broad variety of institutionalization of geography teacher education in various political systems. In short, this book collects strategies for geography teacher educators worldwide to provide insight into the challenges, conditions, and solutions present at the classroom and institutional level. As such, this book is a must-have for teacher educators and geography teachers worldwide.

Geography --- Geography teachers --- Study and teaching. --- Training of. --- Teachers --- Area studies --- Science --- Human geography. --- Teaching. --- Science Education. --- Human Geography. --- Didactics and Teaching Methodology. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Anthropo-geography --- Anthropogeography --- Geographical distribution of humans --- Social geography --- Anthropology --- Human ecology --- Science education --- Scientific education --- Geografia humana --- Ciència --- Ensenyament --- Metodologia