Reflexive Learning With Multimedia. A Contribution To Dealing With The Relationship Between Educational Science Knowledge And Teaching Practice

Abstract

A significant goal of teacher training and at the same time a constitutive feature in the context of their later professional activity is professional action in pedagogical contexts. As a station in the acquisition of a profession, university education is also fundamentally profession-oriented, i.e. it must seek forms and methods to make the significance of specific disciplinary knowledge for corresponding professional fields transparent and tangible, and reconcile this with the claim of a scientific education. Last but not least, this brings with it challenges, particularly in the area of higher education didactics.