The Social Constitution of Teaching in Pedagogical Practices and the Potentials of Qualitative Teaching Research. Reconstructions of showing and addressing

Abstract

The study aims at revealing points of contact between qualitative research on teaching and certain approaches to quantitative teaching research from the perspective of qualitative teaching research. Step by step, the authors develop and substantiate the thesis that it is no coincidence that such a point of contact could be constituted by the complex interplay of different dimensions of pedagogical practices within the social processes taking place in the classroom: the relation between subject-related mediation, technical teaching or presenting, on the one hand, and the development and formation of a personality, the constitution of the subjects, the development of a relationship of the subject with him/herself, on the other, a relation labeled differently depending on the theoretical background. With regard to this relation, it is shown that a certain method of quantitative teaching research focusing on the process of teaching and the situatedness of classroom events, i.e. rating as a form of holistic interpretation, does not necessarily grasp the complexity of pedagogical situations because the relationality and sequentiality of the events is not systematically taken into account.