Paradoxien in der Reform der Schule: Ergebnisse qualitativer Sozialforschung
Paradoxien in der Reform der Schule: Ergebnisse qualitativer Sozialforschung
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Welches Potenzial kann aus den Schulreformprozessen der letzten 35 Jahre gewonnen werden? Unter dieser Fragestellung entwickeln die AutorInnen des Bandes neue Bausteine zu einer Theorie der Schule, zu Formen des Lernens, zu einer professionellen Arbeit der Lehrer, der biographischen Identitatsentwicklung von Schulern und Lehrern und zu den Paradoxien reformpadagogischer Praxis.
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