In order to re-evaluate teacher education, it is necessary to critically examine the specifics of classroom teaching. The “performative play” sees teacher education as a linking up of theories in Educational and other Humanities with the everyday practice of teachers. The performative paradigm tries to overcome the concentration of a science-oriented education on rational, linguistically symbolized knowledge and metrical explanatory models. The author unfolds a model of a science- as well as practice-oriented teacher education that is supposed to be open to diverse cultural modes of learning.

The image of a teacher and of teaching has recently gone through far-reaching changes. However, to reflect prejudices and well-established habitus and to find ways to disclose them in a professional way has always been a central topic of practical pedagogy. The same applies for methodological and methodic scientific questions. In this treatise, the professional field in question is reconstructed in theoretical as well as in methodological distance. The book addresses teachers and professionals in the field of school development as well as researchers.

Lehrer/-innen sehen sich mit der Herausforderung konfrontiert, einem in stetigem Wandel begriffenen Berufsbild gerecht zu werden. Die Lehrer/-innenbildung wie die schulbezogenen Wissenschaften haben die Aufgabe, Vorurteile und habitualisiertes Wissen im Berufsfeld kritisch zu hinterfragen und Vorschläge zu dessen professioneller Erschließung zu machen. Dieses Buch richtet sich an Lehrer/-innen, Wissenschaftler/-innen und Entscheidungsträger/-innen der Lehrer/-innenbildung und unternimmt den Versuch der Rekonstruktion des professionellen Feldes in theoretischer und forschungsmethodisch gestützter Distanz.