Scholarly Principles in Teacher Education - What Kind of Science Serves a Practice-Oriented Teacher Education?

Contents

Introduction

1. Current Controversies on Teacher Education

1.1 The Aims of the Council of the European Union

1.2 Current Controversies about Teacher Education and its Historical Background

1.3 The Relation of Theory and Practice in Professional Teaching and its Relation to Scientific Approaches

2. The Challenge of a Relation of the General and the Particular in Scientific Thinking and Research

2.1 The Phenomenological Noematic and the Noetic Concept of Science as a Basis for Modeling Teacher Education

2.2 On the Noematic Concept of Science

2.2.1 Criticism of Noematic Models of Teacher Education

2.2.1.1 Teacher Education as a Development of “Competences”

2.2.1.2 Standards, Standardized Teaching and Teacher Education

2.2.1.3 Teacher Education as a Development of “Subjective Theories” and the Concept of “Reflective Practitioning”

2.2.1.4 Criticism of the Noematic Concept of Science in Education and Outlook on the Phenomenological Noetic Alternative

2.3 On the Phenomenological Noetic Concept of Science

2.3.1 Knowledge Forms and Knowledge Formats

2.3.2 “Epistemology”

3. Science from the Phenomenological Noetic Perspective

3.1 On Phenomenological Epistemology

3.1.1 Body-Phenomenology and the Concept of a “Constitutive Corporality”

3.1.2 On Body-Phenomenological Epistemology

3.2 On Performativity-Oriented Epistemology

3.3 On Praxeological Epistemology

4. The Epistemology of Science-Oriented Teacher Education and Empirical Approaches to Orientative and Practical Knowledge of Teachers

References