Lernen an zwei Orten: das Problem des ‘Dualen System’ in der lehrerausbildung

On the basis of a study of the literature and of empirical research, the article puts forward suggestions for the improvement of teacher training programmes within a dual system.

A consecutive approach to training implies that a student spends a part of the training period in an educational institution and a part in a practical situation (i.e. on teaching practice). However, the consecutive system presents considerable problems in respect both of organisation and of the psychology of learning. Organisationally, there is the question of sequence to be faced, if the elements of theory and practice are to be brought together.

On the basis of a study of the literature of other forms of professional training, the following suggestions are made:

1. students’ activities in the school must re‐inforce their learning and be integrated with their work in the training institution;

2. their educational studies must support the acquisition of the competences needed by the teacher at the outset of his/her professional career;

3. attention must be paid to the learning needs and the potential of each student.

The article describes how a teacher training programme may follow these guidelines, leading to a ‘concurrent’ set of cycles bringing together elements of theory, practice and reflection upon practice, and in which a student may alternate between the academic institution and school practice.

After giving an overview of possible models of training the author focuses upon a specific example and provides a model of the institution‐practice link. What is important is that the learning style of the student be taken into account. Each student selects from four alternative programmes, namely: instructional variants, reflection variants, selfstudy variants, and practice variants. The contents of these four programmes are explained, and the learning outcomes of students from these differentiated programmes compared with those of students from undifferentiated, ‘normal’ programs. In summary, it is claimed that in the research project described there are positive indications for a theory‐practice link which gives students a choice of approaches and a better integration of their learning into the practical classroom situation.     

Curriculum Reform and the Legitimation of Educational Objectives: the case of the Federal Republic of Germany

Abstract

Taking the political and scholarly debates about curriculum reform in the Federal Republic of Germany as a case in point, the article develops the notion of ‘compensatory legitimation’ as a theoretical construct for better understanding the political dynamics of making and implementing educational policy under conditions of conflict. Among various strategies of compensatory legitimation, special attention is given to the recourse to legal and constitutional norms, the utilisation of expertise, and the invocation of the discourse of participation.

     

A dignified success: Knopf’s translation and promotion ofThe Second Sex

When Alfred A. Knopf published the U.S. edition of Simone de Beauvoir'sLe Deuxième Sexe asThe Second Sex in 1953, their marketing deemphasized the book's existentialism and feminism. Rather they promoted it with comparisons to the Kinsey report and stressed its scientific merit. The translator's preface, his condensations, and prepublication promotion avoided overt sensationalism and invested it with scientific and intellectual cachet. This promotional strategy, though a somewhat inaccurate portrayal of the work, set the tone for its critical and popular reception and contributed to both its initial sales and its longevity.     

Empirical examination of the theory of disaster marathon: A case study of the local television coverage following the 2014 Ludian,China earthquake

Disaster marathon was proposed by media communication scholars to differentiate the genre of disaster television broadcasting from media events. However, its theoretical framework is limited by its omission of findings from disaster social science literature, and its lack of examinations of marathons of domestic natural disasters. Using the August 2014 Yunnan (China) Television Station broadcast The Special Report on the August 3 Earthquake in Ludian, Yunnan, we conduct a qualitative content analysis to empirically examine the disaster marathon concept for natural disasters. During the content analysis, three themes emerge: authorities’ command and control, the involvement of armed forces, and convergence of social support. Our case study findings contradict the disaster marathon conceptualization and conclude that the local television coverage following a natural disaster can also be performed as a series of conventional media events and is consistent with the established disaster coverage literature.     

Adults'' Tolerance of Cries: An Experimental Investigation of Acoustic Features

Variations in the aversiveness of a newborn's distress cry were examined using experimental manipulation of 3 acoustic features of the cry (fundamental frequency, intonation, spectral complexity) and of the information given to subjects about the infant's health status. The subjects (N = 164 medical students) were allowed to control the sound pressure level (range: 50 dB [A]-105 dB[A]) of the different cry versions by repeatedly pressing a button (operant titration). For the nonmanipulated (original) cry version, the accepted sound pressure level decreased as fundamental frequency increased at above 610 Hz. This effect was modified by experimental manipulation of spectral complexity as well as intonation. A preference of intonated cries over monotonous cries was most pronounced between 534 and 686 Hz. Significant interactions of the information variable with the intonation and the complexity variables suggest that the listener's reaction to certain physical cry characteristics can be altered substantially by inducing different cognitive sets.     

Arbeitstagung des Berufsverbandes Deutscher Psychologen,Freiburg, Oktober 1956

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