Session Information
27 SES 01 A, Ethnomethodological Approach and Didactics: Theoritical and Methodological Perspectives
Paper Session
Contribution
The paper is part of a larger research project in teacher education funded by the German Federal Ministry of Education and Research (BMBF): Research teams, representing different disciplines of teacher education at the Goethe University Frankfurt, collaborate in the creation of a video-based learning platform to develop the professional vision of (pre-service) teachers in academic teacher training (Blomberg et al. 2013; Seidel et al. 2013; Stürmer et al. 2013). In this context our research team, consisting of members of the didactic departments in the Social Sciences, Geography and History, addresses the concept of “Mündigkeit”. “Mündigkeit” includes ideas like “autonomy” and “self-responsibility” and is the most pertinent aim in the German discourse on civic education (Autorengruppe 2016; Himmelmann 2006). First, based on videotaped Social Science lessons, we analyze and identify characteristics of this general aim in classroom interaction. Second, we discuss potential implications for instructional methods and specific tasks of teaching.
In this paper, we start with a brief clarification of the concept of “Mündigkeit”, relating it to the broader European discourse on civic education (Arthur et al. 2008). Besides the difficulties of translation, its existence as a core principle in German civic education can be attributed, in part, to its semantic vagueness which lends itself to widespread public approval (Autorengruppe 2016; Eis 2013). Nevertheless, there is consensus on the basic ideas which form the concept of “Mündigkeit” including common aims like autonomous and responsible judgment and participation (Arthur et al. 2008; Engartner 2010; Henkenborg 2001). In this regard our paper presents simulation games as an adequate method to foster these skills (Engartner et al. 2015; Klabbers 1988). In particular, we advocate two specific potentials of this method: (a) the multiperspectivity in the process of role-taking and (b) the opportunity to simulate possible actions without real consequences. Moreover, it is necessary to pay attention to the debriefing of the simulation which requires reflecting on different aspects of the game in relation to the competencies of political judgment and participation. Using a selection of videotaped classroom sequences during a simulation game in civics courses, we will illustrate the limits and potentials of various simulation phases with regard to the concept of “Mündigkeit”. Finally, we conclude with a short discussion on how these video sequences could be used on a learning platform in academic teacher training.
Method
Expected Outcomes
References
Arthur, James/Davies, Ian/Hahn, Carole (Eds.) (2008): The SAGE Handbook of Education for Citizenship and Democracy. Los Angeles et al. Autorengruppe Fachdidaktik (2016): Was ist gute politische Bildung? Leitfaden für den sozialwissenschaftlichen Unterricht. Schwalbach/Ts. Blomberg, Geraldine/Sherin, Miriam G./Renkl, Alexander/Glogger, Inga/Seidel, Tina (2013): Understanding video as a tool for teacher education: investigating instructional strategies to promote reflection. In: Instructional Science 42, 3: 443-463. Breidenstein, Georg/Tyagunova, Tanja (2012): Ethnomethodologie und Konversationsanalyse. In: Bauer, Ullrich/Bittlingmayer, Uwe H./Scherr, Albert (Hg.): Handbuch Bildungs- und Erziehungssoziologie. Wiesbaden: 387-403. Eis, Andreas (2013): Mythos Mündigkeit – oder Erziehung zum funktionalen Subjekt? In: Widmaier, Benedikt/Overwien, Bernd (Eds.): Was heißt heute Kritische Politische Bildung? Schwalbach/Ts.: 69-77. Erickson, Frederick (1992): Ethnographic Microanalysis of Interaction. In: LeCompte, Margaret/ Millroy, Wendy L./ Preissle, Judith (Hg.): The Handbook of Qualitative Research in Education. San Diego, London: 201-225. Erickson, Frederick (2006): Definition and Analysis of Data from Videotape: Some Research Proecedures and Their Rationales. In: Green, Judith L./ Camilli, Gregory/ Elmore, Patricia B. (Eds..): Handbook of Complementary Methods in Education Research. Washington D.C., Mahwah: 177-191. Engartner, Tim (2010): Didaktik des Ökonomie- und Politikunterrichts. Paderborn. Engartner, Tim/Siewert, Marcus B./Meßner, Maria Th./Borchert, Christiane (2015): Politische Partizipation ‘spielend’ fördern? Charakteristika von Planspielen als didaktisch-methodische Arrangements handlungsorientierten Lernens. In: Zeitschrift für Politikwissenschaft 25, 2: 189-217. Jehle, May/Blessing, Benita (2014): Using Classroom Recordings in Educational History Research. An East German Civics Lesson. In: Journal of Social Science Education 13, 1: 118-136. DOI: 10.2390/jsse-v13-i1-1273. Henkenborg, Peter (2001): Zur Philosophie des Politikunterrichts: Zum Kern Politischer Bildung in der Schule. URL: http://www.lpb-freiburg.de/fileadmin/templ/pdf/Peter_Henkenborg_Zur_Philosophie_des_Politikunterrichts.pdf (04.01.2016). Himmelmann, Gerhard (2006): Teaching, Learning and Living Democracy: An Advanced Concept for German “Political” Education. In: Sliwka, Anne/Diedrich, Martina/Hofer, Manfred (Eds.): Citizenship Education. Theory – Research – Practice. Münster et al.: 45-57. Klabbers, Jan H.G. (Ed.) (1989): Simulation-gaming: on the improvement of competence in dealing with complexity, uncertainty and value conflicts. Oxford. Seidel, Tina/Blomberg, Geraldine/Renkls, Alexander (2013): Instructional strategies for using video in teacher education. In: Teaching and Teacher Education 34: 56-65. Winckler, Marie (2014): The Temptation of Documentation: Potential and Challenges of Videographic Documentation and Interpretation. A Case-Study from a Civic Education Research Project in Germany. In: Journal of Social Science Education 13, 1: 108-117. DOI: 10.2390/jsse-v13-i1-1288.
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