Session Information
01 SES 14 A, School Culture – Image, Role Model or Horror Scene of Societal Tradition and Future?
Symposium
Contribution
School culture is shaped by a society and thus represents a manifestation of national identity. This influence is often part of national discussions on school culture and on the possibilities and limits of school development. The question of how society influences school culture and thus can try to purposefully initiate changes in school culture are analyzed from a Japanese perspective. Here, a focus is set on the relation between societal culture, school culture, lesson culture and teacher professionalism (cf. Ichikawa 1990; Schubert 2001). The results from two empirical studies with Japanese and German school teachers are analyzed, juxtaposed, compared, and reflected (cf. Zeinz/Urabe 2012). A specific focus is set on the question whether implicit teacher-assumptions about the actual possibilities to improve the abilities of students can directly be related to characteristics of their class culture (cf. Heller et al. 2001; Leroy et al. 2007; Stopek 2001). As a consequence, a critical discussion follows about how school-cultural aspects influence implicit teacher theories on student skills and the didactical orientation of teachers represented by their teaching methods. The conclusions are reflected before the background of a nation’s conceptualization of school culture.
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