Pädagogisches Ethos : Ein bedeutsamer Aspekt des professionellen Handelns und der Professionalisierung von Lehrpersonen

Abstract

This contribution aims to identify pedagogical ethos as a central factor in the professional behavior of teachers. Based on theories on the professionalism and professionalization of teachers currently received in teacher education, a structural gap in these approaches is then pointed out. This gap is finally filled by the theoretical conceptualization of a separate term that defines pedagogical ethos as the experimental actions of teachers in antinomically structured pedagogical (crisis) situations. A look at higher education practice - in which this approach is used - shows that pedagogical ethos can be experienced and ultimately learned by students with this concept.