Teacher-centered teaching

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Under a teacher-centered lessons that understands education teaching since researchers pair exchange / barter a management style and a form of teaching , where substantially all the impulses, actions and decisions of teachers out or the teacher. The teacher-centered teaching competes with the differently oriented working methods of the student-centered and socially integrative teaching, which the same scientists call it .

history

Teacher-centered teaching is the oldest written form of teaching. It goes far behind the conceptual formation and was already practiced in the ancient schools of the pre-Socratics in the European culture , in the academy founded by Plato , in the Lykeion created by Aristotle and in the state gymnasium of Athens, as it was by Plato and his pupil Aristotle himself, but also passed down by the historians of the time. Although the sophists and the philosopher Socrates already practiced different forms of teacher-centered teaching, as Plato impressively shows in the juxtaposition of the sophist Gorgias and the philosopher Socrates in the form of a live experience, there was still no need to conceptually label the different teaching styles. Socrates invented the dialogical form of conversation, maeutics , documented by Plato in a series of dialogues , which is still practiced today, for example in academic courses, but also in kindergartens. The early Christian itinerant preachers and prophets also taught their audiences in a teacher-centered manner, as reported in the Bible and Gospels. In medieval Latin schools , teaching was carried out from an elevated desk, the chair , and with the support of a rod . The Rutenfest , which is celebrated every year in Ravensburg in Upper Swabia , still points to this tradition. The pictorial representations of teachers and caricatures from the end of the 19th and beginning of the 20th century mostly show teachers with the attributes frock coat and cane , with which boys and girls were chastised in Germany until the 1950s.

Initiated by the experimental psychological experiments of the Gestalt psychologists Kurt Lewin , Ralph White and Ronald Lippitt, an intensive examination of the nature and effectiveness of leadership styles began as early as 1939. Anti-authoritarian teacher behavior was opposed to the authoritarian, the laissez-faire style to the teacher-dominant, externally determined to the democratic approaches, open forms of learning to the closed. Lewin documented them on film and researched their effects. Max Weber also brought up the patriarchal, charismatic, autocratic and bureaucratic leadership styles.

The term 'teacher-centered teaching' appears in the didactic discussion for the first time in the course of the revitalized reform pedagogy of the 1970s in the writings of Tausch / Tausch under the category of 'educational styles'. The research couple sought to objectify the discussion in the form of a neutral, non-polemical definition of terms under which the different variants (authoritarian, autocratic, dominant, dirigistic) could be found. It has largely prevailed in teacher behavior research, as can be seen from Jochen Grell's in-depth literature research.

Didactic objectives

In teacher-centered lessons, the focus is on conveying the material : the content is presented by the teacher in a compressed and systematically prepared form. The learner should absorb as much knowledge, insights and different values ​​as possible in the shortest possible time. A good teacher-centered lesson does not indoctrinate after exchange / exchange, but rather lays the necessary knowledge base for an objectively well-founded ability to criticize. This happens e.g. B. through the presentation of opposing values.

Furthermore, it is about the most error-free material acquisition possible . Wrong paths and detours through incorrect information should be avoided. This can e.g. B. when acquiring and practicing athletic techniques can have negative, often difficult to repair consequences for performance efficiency.

Characteristic

Teacher-centered teaching is characterized by a clear competency gap between teacher and student, which results from the age and / or training-related knowledge and method advantage. He uses this lead to bring the learners up to a level of knowledge that is capable of their own criticism. The learners are initially challenged mainly receptively. This in no way means that the substance is absorbed without reflection.

Teacher-centered teaching is often equated with rigor, distance, unfriendliness, lust for power, arrogance on the part of the teacher, with an authoritarian leadership style . Even with Johann Wolfgang von Goethe, this self-experience is recognizable in the ancient educational maxim : Ὁ μὴ δαρεὶς ἄνθρωπος οὐ παιδεύεται ( Ho mä dareis anthropos ou paideuetai 'The undisturbed person is not educated' ). Goethe put it before the first part of his autobiography as the motto. However, this assessment is not specified in terms of the teaching style and is therefore not mandatory from a factual point of view. It is more likely to be shaped by a particular teacher personality. Teacher-centered teaching requires authority (in the sense of knowledge, ability and reputation), but not an imperious leadership style. Teacher-centered lessons can also take place in a friendly, attentive learning atmosphere that takes into account the receptivity of the listener, as emphasized by swap / swap and as it is undisputed today.

Social forms

The social form most commonly practiced in teacher-centered teaching is frontal teaching : teacher and student sit opposite one another. Often the lecturer is set apart from his audience by an elevated position (pulpit, altar, catheter, lectern, speaker's platform). In the case of a larger plenary session, the speaker is also projected onto a screen in an oversized format. All learners are optically oriented towards the teacher or lecturer. Those who take up the learning material are usually addressed as a larger group (audience, class, assembly, plenary). But there is also the dual learning relationship between a teacher and a student or a small group, as is clear from the Socratic method of maieutics .

Frontal teaching is not the only social form in which teacher-centered teaching is practiced. This is why this must not be equated with this one form of organization: Teacher-centered lessons can - as with Socrates or Jesus also with joint meals - take place in the middle of market events or on joint paths. Academic teachers like the theologian Karl Rahner or the Viennese existential philosopher Leo Gabriel moved uninterruptedly through the ranks of their students during their academic courses.

Communication structures

In teacher-centered lessons, the teacher determines, guides and controls what is happening. He is the initiator , motivator , mediator , questioner, examiner of the intended and introduced learning content, the learning processes and their results. The characteristic line of communication therefore runs through specific questions from the teacher to the learner A, back to the teacher, to the learner B, back to the teacher, to the learner C. The answers and any queries are typically related to the teacher and his representations.

Examples

Lecture

Teacher-centered teaching can take many forms, such as lecture, speech, sermon or academic lecture. The lecturer presents a more extensive topic to a larger audience in mono-directional communication , which can be further processed with additional methods, such as a subsequent discussion or a seminar . Over the centuries, the management style has essentially only changed in technical details (microphones, loudspeakers, visualizations), but hardly in the didactic teaching and learning form.

Revision course

In the revision course , subjects that have already been dealt with are presented in a compressed form for immediate preparation for the exam. From this often drill-like teaching of material, the “cramming” and “timpani”, an identification with the entire form of teaching has spread, and the revisionists as high school teachers carried off the slightly negative term “ timpanist ” until the 1950s .

training

In sports training , no time is usually spent on practicing, perhaps incorrect, movement sequences developed by the athlete himself. Rather, the trainer specifies the most effective training methods based on his experience, which should quickly lead to the training goal.

Maeutics

Under Maieutics ( "midwifery") refers to the Socratic method of call steering, which will lead on goal-oriented questions about their own knowledge of the learner. Socrates usually conducted his dialogue with a particular student, with the others taking the roles of listeners. This method is still used today from kindergarten to university by specially trained teachers and, above all, has its own values ​​and behavior as the didactic goal.

Common areas of application

The teacher-centered teaching method is most often found in learning areas with considerable differences in competence between teacher and student. It should quickly reduce the competence gap. But the lack of didactic training can also suggest this type of teaching. High-performance athletes in the role of trainers , pianists as piano teachers , artists as art educators or scientists as promoters of young talent sometimes tend to pass on their skills in this way. Even teachers without a completed second training phase - and thus without didactic alternatives - often tend to teach teacher-centered teaching as the preferred or only form of teaching. According to surveys by Th. Götz's team of researchers, the proportion of teacher-centered teaching in the selected social forms in the school sector fell from 77% in 1985 to 47% in 2005.

effectiveness

The material learning outcomes of teacher-centered teaching are not achieved by the competing teaching forms. However, it must also learned this didactic communication form and about as Multidimensional learning be made: The didacticians Warwitz and Rudolf have accompanying tests to lectures found that only about 8% of the fuel supply can be passed on to the lecture participants if they are limited to the pure listening . They therefore recommend "multi-dimensional teaching and learning" also for teacher-centered teaching. They also found out that the admission rate can be tripled if the lecture is visualized by graphics and images and is enriched by practical demonstrations. It can even be increased step by step up to 85% of the knowledge offered, if the event participants take a transcript, i.e. also become active themselves, if the transcript is followed up immediately, if the literature is used to prepare and follow up, if a subsequent colloquium or Seminar gives the opportunity to ask questions and make critical statements.

advantages

The advantages of teacher-centered teaching result from the didactic intention :

The teacher can bring his / her expertise into the learning process. The material to be taught can also be prepared by him. The course of the lesson can be determined in advance. The predetermined learning objective is easy to define and achieve. In this respect, trainee teachers tend to use this relatively easy-to-use teaching method during their first teaching samples. With lectures and lectures, a large group of addressees can be addressed in one lecture hall at the same time, which enables an economical design of the teaching of the material.

In a short time, the learners receive error-free knowledge and skills from a competent source, which they only need to absorb and implement. This is particularly useful as an introduction to an unknown subject or as an immediate preparation for an exam.

Limits

Since the competence gap between teacher and student becomes particularly clear in this form of communication , a tendency towards arrogance, impatience or a claim to power is possible on the part of the teacher. However, this is primarily characterized by the specific teacher personality. The preferred form of teaching also reflects social conditions. Historically as well as in a cultural comparison, it is striking that this leadership style in its distorted form as authoritarian teaching occurs most frequently in dictatorially ruled and / or ideologically fixed societies (see the teaching forms in medieval Latin schools , during National Socialism , during the Maoist cultural revolution , today North Korea or in radical Islamic Koran schools ). A criticism that fundamentally questions teacher-centered teaching, however, has lost sight of the didactic range of the three leadership styles after swapping / swapping and runs the risk of one-sidedness. Limits do not arise from this type of teaching per se, but from its exclusive practice.

In teacher-centered teaching, learning is interrupted if the teacher briefly leaves the room or has to rectify a disruption.

In terms of both method and information, the pupils remain dependent on the teacher who teaches them. They are predominantly challenged in a receptive manner and their ability to criticize is initially limited due to a lack of their own knowledge and knowledge. After exchange / exchange, the method must offer alternative values ​​that allow the development of one's own ideas of thought and convey methods that also enable autodidactic learning methods. Teacher-centered teaching can also stimulate the listener's ability to criticize through the provocative juxtaposition of theses and opinions.

In addition to teaching the material, educationally relevant lessons also require initiative , creativity , awareness of problems, willingness to cooperate and the exchange of experiences among the learners. In this respect, teacher-centered teaching needs to be supplemented by other forms of teaching and leadership styles such as student-centered or socially integrative teaching , as Gudjons also states .

literature

  • Karl Aschersleben: Frontal teaching - classic and modern. An introduction , Luchterhand Verlag, Neuwied, Kriftel 1999.
  • Th. Götz, K. Lohrmann, B. Ganser, L. Haag: Use of teaching methods - constancy or change? . In: Empirische Pädagogik 19 (2005) pp. 342–360
  • Jochen Grell: Techniques of Teacher Behavior . Beltz publishing house. Weinheim. 2nd edition 2001.
  • Herbert Gudjons: Frontal teaching rediscovered - integration in open forms of teaching , Beltz Verlag, Weinheim 2003, ISBN 3-781-51124-3 .
  • Kurt Lewin, Ralph White, Ronald Lippitt: Patterns of aggressive behavior in experimental created social climates . In: Journal of social psychology 10 (1939) pp. 271-299
  • Kurt Lewin: Writings on applied psychology , ed. VHE gap. Krammer publishing house. Vienna 2009. ISBN 978-3-901811-46-3
  • Plato: Socrates in conversation. Four dialogues . Verlag Fischer. Frankfurt 1955
  • Reinhard Tausch, Anne-Marie Tausch: Educational Psychology . Publishing house Hogrefe. Göttingen 1998. 11th edition
  • Siegbert Warwitz, Anita Rudolf: The principle of multi-dimensional teaching and learning . In: Dies .: Project teaching. Didactic principles and models . Hofmann publishing house. Schorndorf 1977. pp. 15-22. ISBN 3-7780-9161-1 .

See also

Individual evidence

  1. ^ A b Reinhard Tausch, Anne-Marie Tausch: Educational Psychology . Publishing house Hogrefe. Göttingen 1998. 11th edition
  2. ^ Plato: Crito . In: Socrates in conversation . Verlag Fischer. Frankfurt 1955. pp. 37-52
  3. ↑ cf. for example pictures and text in the education of Hieronymus by the rector . In: Wilhelm Busch Album , ed. from Falkenverlag. Niedernhausen / Ts 1988. p. 83
  4. ^ Kurt Lewin, Ralph White, Ronald Lippitt: Patterns of aggressive behavior in experimental created social climates . In: Journal of social psychology 10 (1939) pp. 271-299
  5. ↑ Kurt Lewin: Writings on applied psychology , ed. v. HE gap. Krammer publishing house. Vienna 2009
  6. ↑ Reinhard Tausch, Anne-Marie Tausch: Educational Psychology . Publishing house Hogrefe. Göttingen 1979. 1st edition
  7. ↑ Jochen Grell: Techniques of Teacher Behavior . Beltz publishing house. 2nd edition 2001.
  8. ↑ a b Jochen Grell: The search for the effective teacher . In: Ders .: Techniques of Teacher Behavior . Beltz publishing house. 2nd edition 2001. pp. 41-67
  9. ↑ Johann Wolfgang von Goethe: From my life. Poetry and truth. Leipzig 1899
  10. ↑ a b c Karl Aschersleben: Frontal teaching - classic and modern. An introduction , Luchterhand Verlag, Neuwied, Kriftel 1999
  11. ^ Plato: Phaedo . In: Socrates in conversation . Verlag Fischer. Frankfurt 1955. pp. 53-141
  12. ↑ Commentary by Bruno Snell. In: Plato: Socrates in conversation. Four dialogues . Verlag Fischer. Frankfurt 1955. Cover page
  13. ^ Plato: Conversation with Socrates. Four dialogues . Verlag Fischer. Frankfurt 1955
  14. ↑ Th. Göth, K. Lohmann, B. Gauser, L. Haag: Use of teaching methods . In: Empirische Pädagogik 19 (2005) pp. 342–360
  15. ↑ Siegbert Warwitz, Anita Rudolf: The principle of multi-dimensional teaching and learning . In: Dies .: Project teaching. Didactic principles and models . Hofmann publishing house. Schorndorf 1977. pp. 15-22
  16. ↑ Herbert Gudjons: Frontal teaching rediscovered - integration in open forms of teaching . Beltz Verlag 2003.