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Im Prozess der Professionalisierung von Lehrerinnen und Lehrern entwickeln sich neben Wissen und Können auf einer grundlegenderen Ebene Verständnisse und eigene Positionen zum Lehren und Lernen. Lern- und Professionalisierungsprozesse wurden in den empirischen Studien dieses Bandes während dem Beginn des Studium zum/zur Primarlehrer/in im Rahmen einer Selbstlernarchitektur untersucht, in der webbasierte Lernaktivitäten mit individuellen fachbezogenen Lernberatungsgesprächen verschränkt sind. In den Lernberatungsgesprächen werden individuelle Auseinandersetzungen von Dozierenden und Studierenden um das Lehren und Lernen in den Fachdidaktiken der Mathematik und Musik, der Kunstpädagogik und den Erziehungswissenschaften beobachtbar. Die Untersuchungen zur Entwicklung professioneller Überzeugungen nehmen zugleich die Interaktionen in der pädagogischen Handlungsform des Lernberatungsgesprächs in den Blick und gehen mit dem methodologischen Ansatz einer Analyse diskursiver Praktiken vor. In weiteren Studien werden Transformationen des Professionshabitus, Interventionspraktiken in den Gesprächen, die emotionale Dimension des Lernens und die zeitlichen Herausforderungen in Selbstlernarchitekturen untersucht.

Primary school teachers. --- Primary school teaching. --- Education, Primary --- Teaching --- Elementary school teachers --- Lenberatung --- Professionalisierung --- Selbstgesteuertes Lernen --- Self-directed learning --- Len counselling --- professionalisation

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This book brings the discussion of the experience of learning into arenas of practice and design and interdisciplinary theory that are virtually unexplored by educators.

Place-based education. --- Self-culture. --- Culture, Self --- -Home education --- Home study courses --- Self-development --- Self-directed learning --- Self-education --- Self-improvement --- Self-instruction --- "Teach yourself" courses --- Education --- Gap years --- Open learning --- Place-based learning --- Place-centered education

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Self-culture --- Music therapy --- Music --- Musical therapy --- Musicotherapy --- Therapeutics --- Psychotherapy and music --- Culture, Self --- -Home education --- Home study courses --- Self-development --- Self-directed learning --- Self-education --- Self-improvement --- Self-instruction --- "Teach yourself" courses --- Education --- Gap years --- Open learning --- Therapeutic use

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Self-Organised Schools: Educational Leadership and Innovative Learning Environments describes the results of the research we carried out at fourteen Italian schools that highlight how there is a positive correlation between the capabilities of school self-organization and the innovativeness of learning environments: in other words, the more self-organized schools are, the more innovative learning environments are. The results of this work are part of the strand of research of bottom-up emergency and self-organization, an extremely fruitful trend as shown by Sugata Mitra, the founder of the Self-Organized Learning Environments, according to whom, "education is a self-organized system where learning is an emerging phenomenon". This book gives new insights on self-organization studies, and most of all, to the idea that change - organizational and educational innovation - sparks from the bottom. This book is aimed specifically at school principals of all levels, scholastic reformers, educational scholars, organisation and management consultants who want to innovate learning and management of learning. These actors will benefit drawing useful examples from more than thirty different learning environments worldwide, fourteen examples of schools that self-organize, two frameworks - and two ready-to-use questionnaires - measuring the innovativeness of a learning environment, and the capability of a school to self-organize. Self-organization is the most fascinating future of innovative principals

Self-managed learning. --- Self-directed learning --- SML (Self-managed learning) --- Employees --- Organizational learning --- Training of --- bottom-up emergency --- education --- educational leadership --- Italy --- innovation --- innovative learning environments --- leadership --- learning --- learning environments --- self-organisation

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This book will benefit specialists in the field of the education sciences. It represents significant progress in knowledge production. Self-directed learning has become increasingly important, not only for education in South Africa but also for education sciences in the international arena. This is a result of the changing education landscape, caused by the demands of the 21st century as well as the rapid change in knowledge production. Learners should be equipped with skills to take responsibility for their own learning. New innovative strategies should be incorporated into teaching and learning in order to meet the changing demands in education. Traditional teacher-centred practices are still the norm in most South African schools and higher-education institutions and do not adequately prepare students for lifelong learning in the 21st century. The content focuses on the theory behind self-directed learning, explores strategies such as cooperative learning, problem based learning, case-based teaching and large-group teaching that enhance self-directed learning and the use of blended learning in a self-directed learning environment. The book demonstrates how self-directed learning can be enhanced in mathematics, computer-science and life-science education and through the use of student tutors for geography. Digital technology could, for example, also be used in innovative ways for education in isiZulu folk poetry. The findings are based on original empirical research and a sound theoretical-conceptual framework. In an environment of rapidly changing knowledge production, this book responds to the challenge of how to equip learners with the necessary skills to take responsibility for their own learning. The book presents innovative teaching and learning strategies for meeting the changing demands in education. Group activities, the responsibilities of learners and the obstacles that hinder their learning are analysed, and the way in which educators can support them is discussed. Educational values such as mutual trust are discussed, and self-directed assessment is explored. This is a timely collective work authored by experts who subscribe to the approach of self-directed learning. Educators should discover new teaching and learning strategies and value the integration of self-directed learning in the classroom.

Self-managed learning. --- Blended learning. --- Case-based reasoning. --- Group work in education. --- Teachers --- Zulu (African people) --- Education --- Training of. --- Education. --- Amazulu (African people) --- Isizulu (African people) --- Kafirs (African people) --- Zulus --- Zunda (African people) --- Ethnology --- Nguni (African people) --- Teacher education --- Teacher training --- Teachers, Training of --- Cooperative learning --- Group method in teaching --- Group teaching --- Teaching --- Case-based learning --- Reasoning --- Hybrid learning --- Learning --- Self-directed learning --- SML (Self-managed learning) --- Employees --- Organizational learning --- Training of --- large-group teaching --- cooperative learning --- problem-based learning --- academic writing --- case-based teaching --- blended learning --- self-directed learning --- Autodidacticism --- Autonomy --- Mathematics --- South Africa --- Zulu language