From Knowledge to Educational Practice: New Insight into the Pedagogical Instruction of Student Teachers?

The article tries to offer a new view and new insight into the pedagogical instruction of student teachers. It foregrounds the actions of the student in pedagogic situations. This action creates experience which is then transformed into knowledge provided that it is processed, i.e. is the subject of critical selfreflection. The author first shows how on the basis of research he moved from teaching skills to implicit pedagogical knowledge. He defines implicit knowledge as the student‘s „rolled up“ critically mentally processed pedagogical experience. When unrolled and developed as the student tackles pedagogical situations it changes into explicit knowledge. Teaching skills alone, however, are usually insufficient as a basis for authentic and creative action on the part of the student. What is more important is the student‘s overall „setting“ (state of adjustment) for action in teaching situations. This „setting“ for action in teaching situations is defined as „pedagogical condition“ in the article. Pedagogical knowledge plays a part in the „condition“ of the student. The author recommends support for the creation and development of pedagogical condition in student teachers.