Paradoxes and Antinomies in the Professional Acting of Teachers

Authors

  • Karl Prokopp

DOI:

https://doi.org/10.17169/fqs-1.1.1139

Keywords:

difficulties of boundary, antinomies, paradoxes, learning processes, school-developmental research

Abstract

Teachers continually experience boundaries in their work which are almost impossible to overcome. Particular acts, contradictory in themselves, hinder the development of pupils' learning processes. Differences in space, time and worlds of meaning lead again and again to false suppositions and to decisions and behavior which cannot be understood in the right way and which then result in failing interactions. URN: urn:nbn:de:0114-fqs0001297

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Author Biography

Karl Prokopp

Karl PROKOPP ist Studienrat und unterrichtete an verschiedenen Gesamtschulen und Gymnasien in Hessen. Er ist Doktorand bei Fritz Schütze und Rudolf Messner und beteiligte sich als assoziiertes Mitglied am Graduiertenkolleg "Schulentwicklung an Reformschulen" (1993-2000).

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Published

2000-01-31

How to Cite

Prokopp, K. (2000). Paradoxes and Antinomies in the Professional Acting of Teachers. Forum Qualitative Sozialforschung Forum: Qualitative Social Research, 1(1). https://doi.org/10.17169/fqs-1.1.1139

Issue

Vol. 1 No. 1 (2000): Qualitative Research: National, Disciplinary, Methodical and Empirical Examples

Section

Empirical Examples

License

Copyright (c) 2000 Karl Prokopp

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.