Klassenführung und Fachdidaktik im (Anfangs-)Unterricht Mathematik erfolgreich integrieren – Konzeption einer videobasierten Lehrveranstaltung zur Förderung der professionellen Unterrichtswahrnehmung

Abstract

Models of teacher competence subdivide the professional knowledge into domain-specific knowledge areas, i.a. in pedagogical content knowledge and pedagogical-psychological knowledge. Thus, student teachers acquire isolated, non-situated knowledge in the context of university education. This is in contrast to the complex practice of teaching in diverse classrooms that requires the integration of several domains of knowledge. This paper presents an interdisciplinary teaching concept that responds to the separation of different knowledge domains. It integrates mathematical pedagogical content knowledge and pedagogical-psychological knowledge by using authentic video material. The seminar aims for promoting the student teachers’ professional vision of classroom management and a cognitive activating culture of teaching and learning. The integration and application of these two knowledge domains support students to become sensitive to the complexity of teaching in diverse classrooms: Successful teaching in diverse classrooms needs both an established sense of community and an active engagement framed by supportive feedback. As early elementary mathematics lessons lay the foundation for successful learning, the used classroom videos show lessons from the first grade.