Decontextualizing Pedagogy: The Rise of Didactic Closure in Finnish Teacher-Education.

Autor/in	Simola, Hannu
Titel	Decontextualizing Pedagogy: The Rise of Didactic Closure in Finnish Teacher-Education.
Quelle	Aus: Life-long learning in European teacher-education. Osnabrück: COMPARE-TE European Network (1996) S. 188-215Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Pädagogisches Denken; Bildungsforschung; Lehrerausbildung; Didaktik; Curriculum; Hochschullehrer; Lebenslanges Lernen; Europäische Union; Beamter; Finnland
Abstract	The subject of this paper is the science-legitimated pedagogical knowledge seen as essential and "true" enough to be mediated to students in the course of modern class-teacher education. It could also be characterized as the "science of teaching" or "educational science for teacher-education". Actually there is in Finnland one "discipline" covering this area nearly completely: Didactics with ist various branches. The basic aim here is to try to understand certain particuliarities in this body of knowledge through studying the history of the "science of teaching" and of the professionalization of teacher- education. The presentation is based, first, on a systematic analysis of Finnish state educational discourse since the 1860s. By "state educational discourse" the authors refer here to the national policy level curricula, governmental commitee reports, and legislation on elementary and comprehensive schools and teacher-education relating to them. In addition they analyze the recent development of the department-level curricula in class teacher-education at six Finnish universities during the 1980s and the 1990s. The paper also has as its aim to relate the changes in pedagogical discourse to social changes which have taken place in the field of education, particularly to the changing positions, statuses and power relations among teacher educators in the field of higher education. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2002_(CD)