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Pedagogical Observation – On the Historical Establishment of a Category of Reflection in Pedagogical Practice

Pedagogical Observation – On the Historical Establishment of a Category of Reflection in Pedagogical Practice

The habilitation thesis presents a discourse analytical approach to investigating the history of pedagogical observation between 1800 and 1914, based on manuals and guide books for teachers, including subject didactics and teaching journals.

Project description

Pedagogical observation is nowadays a central element in pedagogical professional action; it can be understood as a mode of pedagogical acquisition of insights.

Research of pedagogical observation from a historical perspective follows up on how first of all, observation became a pedagogical category respectively how it first implicitly and then explicitly emerged as a term in pedagogical discourse, how it became an established practice and was further systematised. How did observation techniques emerge and become more differentiated? What ideas existed on how observation should ideally take place, how did pedagogical norms impact on observation and how did observation ultimately become an element of teacher education?

This discourse analytical study deals with an assessment of a corpus of manuals and guidebooks for teachers as well as subject and teaching didactics journals dating from 1800 to 1914.

Project management

Kathrin Berdelmann

Project team

Kathrin Berdelmann

Project details

State:
Current projects
Project type: Doctoral / postdoctoral projects
Duration:
2012 - 2016
Funding:
DIPF
Research topic: Historical Epistemology
Department: Research Library for the History of Education
Contact: Kathrin Berdelmann
last modified Apr 13, 2016