Educational Sciences as a Research on Performative Practices

Purpose/Hypotheses 1. Hypothesis: A professionalization in teaching involves mainly a development of competences that can be ciphered out, respectively scientifically explored and also anticipated by using the so called “noetic” approach. 2. Hypothesis: The didactical model of a perfomative play can be used as a propedeutics of a scientifically reflected formation of experience Theoretical and methodology framework/(Expected) conclusions/findings In classroom teaching research as an important reference to the concepts on teacher training, the central question is which kind of education and instruction fits to the life-worlds of the pupils today and is at the same time oriented at their future prospects. The aim of a competence development, specified as an acquisition of practical knowledge combines both aspects. The hypothesis that such a practical knowledge can be reflected and its practical functions can be anticipated in noetic terms will be unfolded argumentatively by looking at the tasks of teacher training in general. These tasks will be defined by referring to the concept of “pedagogical tact” (HERBART, VAN MANEN) and that of a “reflective practitioner“ (SCHÖN). With this theoretical background, on the basis of the term “performative play” and with the help of a concrete example a teacher training concept will be introduced that requires a linking up theories in educational and other human sciences with the everyday practice of teachers. It will thus be explained how the method „performative play” serves to initiate an acquisition of competences in a subject-oriented, task- and science-oriented manner. Implemented in teacher training, the didactical model of „performative play“ serves as a propaedeutics of a scientifically reflected gain in experience. Hereby, it will be shown that the performative paradigm opens up the possibility to overcome the concentration of a science-oriented education in school on rational, linguistically symbolized knowledge and metrical explanatory models. By this, a model of a science-oriented education will be unfolded that is supposed to be open to diverse cultural modes of learning.Tacit Dimensions of Pedagogy, European Perspectives on Educational Practice