Theoretical Aspects of Teacher Training Gerd-Bodo

Abstract

In the first part of the contribution, we discuss the question of so-called ‘progressive’ educational reforms and changes, which, however, can only be convincing if they are resting on a solid basis of legitimacy and argumentation. In educational science, we should resist talking up fashion-adapted ideology to ideas or fiction, which as last consequence are leading to confusion in structure and terminology, as Franz Hofmann (1979, 5–33, esp. 5) pointed out already. Knowledge from the history of science forms the basis of our considerations. The second part focuses on the practical consequences, namely the relationship between teaching methods and personal mindset of teachers and its impact on the learning environment. We touch upon significant shortcomings in current educational practice, and try to conceive an ‘antitype’ to the traditional, problematic conception of teaching, namely a teaching practice, characterized by the current teaching ethos and based on professional skills and competences which are both historically grounded and close to the ‘zeitgeist’.