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Sehen, was sein soll? Zur normativen Valenz allgemeindidaktischer Theorien für die qualitative Unterrichtsforschung

Seeing what is supposed to be? The normative valence of didactical theories for qualitative teaching and learning research
[journal article]

Herfter, Christian
Spendrin, Karla
Heinze, Franziska
Leicht, Johanna
Kinoshita, Emi

Abstract

Die Frage nach Normativität wird in der qualitativen Forschung mit Blick auf die Gegenstandsangemessenheit von Theorie, Methodologie, Methode und Fragestellung thematisiert. In diesem Aufsatz überschreiten wir im Feld qualitativer Unterrichtsforschung diese Logik, indem wir am Beispiel zweier allgem... view more

Die Frage nach Normativität wird in der qualitativen Forschung mit Blick auf die Gegenstandsangemessenheit von Theorie, Methodologie, Methode und Fragestellung thematisiert. In diesem Aufsatz überschreiten wir im Feld qualitativer Unterrichtsforschung diese Logik, indem wir am Beispiel zweier allgemeindidaktischer Theorien zusätzlich zu den beobachtungsleitenden Annahmen auch theorieinhärente Wertmaßstäbe auf deren Möglichkeiten und Begrenzungen für forschungspraktische Anschlüsse untersuchen. In der Darstellung dieser normativen Valenzen entlang exemplarischer Analysen liegt unser Hauptaugenmerk auf der Frage, wie die doppelte Normativität der Theorien unseren Blick auf die (Unterrichts-)Wirklichkeit lenkt.... view less


The question of normativity is often approached via the idea of adequacy of the qualitative research design with regard to its subject. In this paper, we exceed this logic by using two examples of general didactic theories in the field of qualitative teaching and learning research. We examine how im... view more

The question of normativity is often approached via the idea of adequacy of the qualitative research design with regard to its subject. In this paper, we exceed this logic by using two examples of general didactic theories in the field of qualitative teaching and learning research. We examine how immanent measures of value open up possibilities and limitations for research approaches besides the observational assumptions. In addition to presenting exemplary analyses, we focus on how the double normativity of those theories guide our view of (lesson) reality.... view less

Keywords
normativity; teaching research; qualitative method

Classification
Basic Research, General Concepts and History of Education and Pedagogics

Free Keywords
methodologische Angemessenheit; wertbezogene Maßstäbe von Theorien; methodological adequacy; criterions for theory; qualitative teaching and learning research

Document language
German

Publication Year
2019

Page/Pages
p. 253-269

Journal
Zeitschrift für Qualitative Forschung, 20 (2019) 2

Issue topic
Normativität in der Qualitativen Forschung

DOI
https://doi.org/10.3224/zqf.v20i2.03

ISSN
2196-2146

Status
Published Version; peer reviewed

Licence
Creative Commons - Attribution-ShareAlike 4.0


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