Unterrichtsmuster sichtbar machen – Zur Variabilität von Unterrichtsrhythmen und Sozialformen im kaufmännischen Unterricht

Abstract

In the course of didactical discourses on action- and situation-orientated teaching designs during the last decades and the modification of curricular conditions on teacher training programs, it is to assume that these modifications caused simultaneous adjustments in teaching design. On that point, some late researches voice doubts. Still, the dominance of the teacher is criticised. These studies arrive at the conclusion that no fundamental changes can be proved. Yet, in our domain still there is little known about the impact of further features which might have an effect on teaching design. Our study gives priority to different aspects of didactical design in vocational training and particularly analyses social form and tuition rhythm. We aim a descriptive acquisition about how class time is used, which different social forms and tuition rhythms occur, to which intensity they appear, and how they are related to one another. Moreover, we collect additional data on several other characteristics of lessons, e. g. any characteristics of the teacher or content which serves to identify potential explanatory approaches for variability in teaching design. The centre of this paper is the attempt to isolate different types of teaching design by using cluster-analytical methods. Basing on the collected data we aim to give a closer description on the interaction among those characteristics. Against this background substantial desiderata ought to be named.