Teaching context
The teaching context can be described as those prerequisites for teaching which are given to the actors, i.e. the students and the teacher, and which cannot be changed. While teaching methods , teaching and learning motivation or subject didactic means can be influenced by the teacher and also the students, the teaching context is a framework that is determined by the factual characteristics of the students, the teacher or the school. The teaching context therefore defines the framework for good teaching.
These conditions include, first of all, the age level of the pupil and the course of study that is being attended. A distinction is made here between elementary school , secondary school , secondary school and grammar school . But other types of school such as comprehensive school or vocational school are also used to differentiate.
Furthermore, the subject plays a major role in the context of the lesson, because it offers different options for teaching methods and the motivation of the students depends on the subject. In this context, the teacher is also given the curriculum , which has a decisive influence on the teaching.
Further contextual conditions of the lessons result from the school and class composition. The social background and the linguistic composition of a class have a decisive influence on the prerequisites the teacher has to deal with when planning lessons .
The different prior knowledge in a subject or on a specific topic must also be taken into account, as students with good prior knowledge should not be bored, while students with little prior knowledge should not be overwhelmed. In this context, the number of repeat students is also a factor to be taken into account, because the subject matter is usually already known to these students. One component that teachers consider problematic is TV and video consumption by students. All these factors are given to the teacher and indirectly also to the students. As a result, there is a dynamic relationship between the quality of teaching and teaching context.
See also
literature
- Andreas Helmke: Teaching quality: record, evaluate, improve . 1st edition, Kallmeyer, Seelze 2003