On The Media Pedagogical Training Of Teachers. Conclusions From The Current Discussion On Learning And Professional Theory

Abstract

Against the background of new approaches in learning theory and in professional theory, conclusions are drawn for the content and didactic-methodical design of media pedagogical teacher training. In a first step, the question of the relationship between knowledge and action is clarified and the acquisition of knowledge is described as an active-constructive process. The basic design principles elaborated in this context are then concretised in a second step on the basis of a closer definition of media pedagogical competence for the acquisition of this competence, oriented towards the tasks of teachers. In terms of content and system, the focus is on the formation of cognitive structures; in terms of didactics and methodology, special emphasis is placed on case work, the possibilities of which are also illustrated by means of an example.