Beschreibung

This is a bilingual title – the content is presented once in English and once in Greek.

Open Access: The book “The vignette as an exercise in perception / Η βινιέτα ως άσκηση αντίληψης” is an Open Access title (DOI: 10.3224/84742715) which is free to download or can be bought as paperback. The book holds a Creative Commons License Attribution 4.0 International (CC BY 4.0): https://creativecommons.org/licenses/by/4.0/ / Der Titel “The vignette as an exercise in perception / Η βινιέτα ως άσκηση αντίληψης” (DOI: 10.3224/84742715) ist kostenlos im Open Access (PDF) herunterladbar oder kostenpflichtig als Print-Ausgabe erhältlich. Der Titel steht unter der Creative Commons Lizenz Attribution 4.0 International (CC BY 4.0): https://creativecommons.org/licenses/by/4.0/

Pedagogical work requires the willingness to engage with new situations and with people in their diversity. This book does not offer any simple recipes, but a gentle approach to important steps towards professionalisation in the teaching profession. These lead via an open attitude of perception and the inclusion of corporeality to an insight into how learning and teaching processes can be understood in a new or different way. With vignettes and examples from different pedagogical fields, the theoretical concepts are presented and reflected on their application.

Η παιδαγωγική εργασία απαιτεί την προθυμία να εμπλακούμε σε νέες καταστάσεις και με ανθρώπους στην διαφορετικότητα τους. Το βιβλίο αυτό δεν προσφέρει απλές συνταγές, αλλά μια προσεγμένη προσέγγιση με σημαντικά βήματα για την επαγγελματοποίηση των εκπαιδευτικών. Ακολουθώντας αυτά τα βήματα μέσω μιας ανοιχτής στάσης αντίληψης και τη συμπερίληψη της «σωματικότητας» μπορούμε να οδηγηθούμε σε έναν νέο ή διαφορετικό τρόπο κατανόησης των διαδικασιών της μάθησης και της διδασκαλίας. Με βινιέτες και παραδείγματα από διαφορετικές παιδαγωγικές καταστάσεις παρουσιάζονται οι θεωρητικές έννοιες και ο αναστοχασμός της εφαρμογής τους.

With the help of phenomenological vignette research, the readers are introduced to a sensitisation of their perception in order to perceive those entrusted to them ‘beyond the usual’. By looking, listening and feeling closely, new perspectives and perspectives for action can open up that lead out of ingrained patterns and categorisations. Using illustrative examples – with vignettes and examples from different pedagogical fields up to the perception of art – the theoretical concepts and foundations are presented and reflected on their application. The open approach enables application in a wide variety of fields, such as school, youth work, social work, adult education, but it can also be helpful in care, support and accompaniment situations. The approach relates to pedagogical practice as well as to functions of responsibility and leadership. Important approaches here are aspects of corporeality and an understanding of learning as an experience that cannot be controlled, but always happens anew and often unexpectedly. Getting involved in this requires giving up conventional ideas of the certainty of results of one’s own actions, since – to use Bernhard Waldenfels’ words – the result of pedagogical work is placed in the hands of those it affects. At the same time, the multi-perspective approach opens up the pedagogical actors to look over their own shoulders and to experience themselves, the world and others in a new way.

Table of contents + reading sample

The editors:
Assoc. Prof. dott. mag. Evi Agostini, Ph.D. works at the Centre for Teacher Education and the Faculty of Philosophy & Educational Science, University of Vienna, Austria.
Univ.-Prof. Dr. Hans Karl Peterlini, works at the Institute for Educational Science and Educational Research, University of Klagenfurt, Austria.
Ass.-Prof. Dr. Jasmin Donlic, works at the Institute for Educational Science and Educational Research, University of Klagenfurt, Austria.
Univ.-Ass. Verena Kumpusch, B.A. M.A., works at the Institute of Educational Science and Educational Research, University of Klagenfurt, Austria.
Univ.-Ass. in Dr. Daniela Lehner, B.A. M.Sc., works at the Institute of Educational Science and Educational Research, University of Klagenfurt, Austria.
Isabella Sandner, B.A., works at the Institute of Educational Science and Educational Research, University of Klagenfurt, Austria.

Download for free: publicity leaflet (PDF)

The target group:
Lecturers and researchers of educational science, teachers in practice

Zusätzliche Information

Autor*innen

Evi Agostini

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Hans Karl Peterlini

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Jasmin Donlic

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Verena Kumpusch

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Daniela Lehner

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Isabella Sandner

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Schlagwörter

Body, learning, Pedagogical professionalisation, Phenomenology, Reflection, teachers, Teaching, Teaching methods, Vignette